APPENDIX 1 The Indicators of ICT Competences Code The ...

215

APPENDIX 1

The Indicators of ICT Competences

Code The Indicators of ICT Competences Sources

Unesco's

Approach

TL KD KC

TL1 Use the search engines in computer devices. (UNESCO, 2011)

v

TL2 Identify the use of the Internet and the World Wide Web v

TL3 Recognize how a browser works to access a website. v

TL4 Implement the several ICT resources for online reading. v

TL6 Use ICT resources to enhance their productivity.

Digital classroom platforms

Websites

Social Sites

(Islcollective, esl-galaxy, eslprintables)

v

TL7 Demonstrate the use of common hardware in supporting teaching learning activity, such as:

Laptop

Projector

LCD TV

DVD player

Speaker

v

TL8 Use presentation software and digital resources to support instruction, such as:

PPT

Prezi

Canva

Keynote

v

TL9 Recognize the basic function of graphics software and use the software package to create a simple graphic display, such as:

PPT

Keynote

Inkspace

pixlr

v

TL 10 Create an email account and use it for a sustained series of email correspondence. v

216

TL11 Demonstrate the basic tasks and use word processors, such as:

micosoft office

WPS

text entry

editing text

formatting text

printing

v

TL12 Use common communication and collaboration technologies

text messaging

video conferencing

web-based collaboration

social environments

v

TL13 Distinguish the use of ICT resources for individuals and small groups of students in the regular classroom.


(Google classroom, Edmodo, Moodle, Padlet)

Social sites

(Email, whatsapp, facebook, flickr, blogspot)

v

TL14 Incorporate appropriate ICT activities into lesson plans so as to support students’ acquisition of school subject matter knowledge. v

TL15 Integrate the use of a computer laboratory into ongoing teaching activities. v

TL16 Use word-processing software to write a worksheet, following standard conventions. EPG, 2011

v

TL17 Use for potential teaching material on the internet. v

TL18 Use resources from websites. v

TL19 Use software for handling images,DVDs, and sound files. v

TL20 Use any standard Windows/Mac software, including media players. v

TL21 Use a data projector for lessons involving the internet, a DVD etc. v

TL22 Use online technology as available to deliver instructional or support material. Healey, 2008

v

TL23 Utilize technology tools to expand upon a conventional activity. v

TL24 Recognize the use of new technologies for teaching learning activities and professional purposes (e.g., podcasts for listening and speaking,

blogs for writing and reading).

v

TL25 Choose a technology environment that is aligned with the goals of the class. v

TL26 Ensure that students understand how to use the technology to meet instructional goals (e.g., teach students how to evaluate online

resources).

v

TL27 Demonstrate familiarity with a variety of forms of assessment that employ technology. v

217

TL28 Employ appropriate record-keeping tools and techniques (e.g., software-based classroom management tools, electronic grade books, reports

to stakeholders).

v

TL28 Implement mobile device that employ a computer at their core such as cell phones, personal digital assistant (PDA), MP3 player and etc. Celce Murcia, 2014

v

TL29 Implement the digital technology in classroom technology include software programs, database, or webpages v

TL30 Implement the relevant application in teaching and learning process such as word processing, dictionaries, and a web browser. v

TL31 Implement the appropriate ICT tools in giving fast feedback to students’ error. Dilek Cakiki, 2006

v

TL32 Provide different types of ICT facilities and availabilities for teaching materials. v

TL33 Provide graded and non-graded practice reviews, quizzes, and examinations Tomei, 2005 v

TL34 Demonstrate the responsibility in using technology systems, information and software. v

KD1 Coordinate project work with digital media (using, for example, a camera, the internet, social networks) EPG, 2011 v

KD2 Engage students in exploring real-world issues and solving authentic problems using digital tools and resources v

KD3 Develop technology-enriched learning environments that enable all students to pursue their individual curiosities. v

KD4 Prepare instructional materials for students using basic technology tools (e.g., word-processing software, presentation software, and

software that creates Internet resources). ISTE, 2008

v

KD5 Use online technology available to deliver teaching or support material. v

KD6 Implement lesson plans obtained from other teachers via Internet. v

KD7 Use an electronic forum (e.g., blog) to post information for students about the class Healey, 2008

v

KD8 Demonstrate the integration of the technology in innovative ways. v

KD9 Demonstrate the understanding of various features of social media, blogs, and electronic mails in providing feedbacks. v

KD10 Demonstrate the use of ICT tools to organize and retrieve materials and students’ data. v

KD11 Demonstrate the use of ICT tools to encourage students to document their own progress. v

KD12 Evaluate students’ works that are posted in blogs, social medias, or electronic mails. v

KD13 Adapt technology-based activities and tasks to align with the learning goals and with the needs and abilities of the students. v

KD14 Use computer-based diagnostic, formative, and summative testing where feasible. v

KD15 Use technology-enhanced assessment results to plan instruction. v

KD16 Use appropriate procedures for evaluating student use of technology (e.g., rubrics, checklists, matrices) v

KD17 Organize the clear exercise and set of instruction for the students to follow (clear instruction) Phil Spencer, 2011 v

KD18 Use different materials for each lesson to present a certain similar topic Dilek Cakiki, 2006

v

KD19 Provide learning opportunities outside the classroom for individual differences through ICT. v

KD20 Implement technology into language instruction reduces teacher-centered understanding and students’ language learning anxiety but

encourages them to be risk takers to practice target language as they are digital natives. v

KD21 Implement ICT tools in solving simple and complex explanation in teaching and learning activity . Tomei, 2005 v

218

KD22 Implement the ICT tools in methods and strategies of learning activity to maximize students’ learning v

KD23 Implement the ICT tools to support learner centered strategies based on the needs of the students v

KD24 Implement ICT tools to develop students’ higher order skills and creativity. v

KD25 Implement ICT tools to facilitate a variety of effective assessment and evaluation strategies v

KD26 Implement ICT tools in assessing student learning of subject matter using a variety of assessment techniques. v

KD27 Apply knowledge- and performance-based rubrics that allow teachers to assess students’ understanding of key subject matter concepts,

skills, and processes. v

KD28 Implement collaborative, project-based learning and ICT in supporting student thinking and social interaction, as students come to

understand key concepts, processes, and skills in the subject matter and use them to solve real-world problems. v

KD29 Structure unit plans and classroom activities so that open-ended tools and subject-specific applications will support students in their

reasoning with, talking about, and use of key subject matter concepts and processes while they collaborate to solve complex problems. v

KD30 Manage student project-based learning activities in a technology-enhanced environment. v

KD31 Apply ICT to access and share resources to support their activities and their own professional learning. v

KC1 Create lessons with downloaded texts, pictures, graphics, etc. EPG, 2011 v

KC2 Design blended learning modules using a learning management system. v

KC3 Adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity ISTE, 2008 v

KC4 Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use

resulting data to inform learning and teaching v

KC5 Design relevant materials to test students’ achievement in all skills and look for the appropriate ICT that can be used. Dilek Cakiki, 2006 v

KC6 Design teaching and learning activities of ICT integration to acquire the skills of searching for, managing, analyzing, evaluating and using

information. UNESCO,2011 v

KC7 Design units of study and classroom activities that integrate a range of ICT tools and devices to help students acquire the skills of

reasoning, planning, reflective learning, knowledge building and communication. v

KC 8 Design online materials that support students’ deep understanding of key concepts and their application to real world problems. v

KC9 Apply ICT to develop students' communications and collaboration skills. v

KC10 Develop both knowledge- and performance-based rubrics to assess their own understanding of key subject matter and ICT skills. v

KC11 Design online materials and activities that engage students in collaborative problem-solving, research or creating art. v

KC12 Incorporate multimedia production, web production and publishing technologies into their projects in ways that support students’ ongoing

knowledge production and communication with other audiences. v

KC13 Prepare teaching materials using basic technological tools (e.g., word-processing software, presentation software, and software that creates

Internet resources). Healey, 2008 V

KC14 Modify learning activities to address students ‘diverse learning styles, working strategies, and abilities using digital tools and resources. Hubbard et al., 2008 V

219

APPENDIX 2

The Analyses of the ICT Competences in the Existing Syllabi

The Table Analysis of ICT Competence Employment in the Existing Syllabi

Course: ELTM

The Codes

C1: Course Information C6: Teaching Methods

C2: Course Description. C7: Indicators

C3: Course Learning Outcomes C8: Learning Activities

C4: Lesson Learning Outcomes C9: Assessment

C5: Teaching Media C10: Resources

Code Indicators of ICT Competences

Sources Level Components of the Syllabi

TL

KD

KC

C6:Learning Activities C7:Teaching Media C8: Teaching Methods C9:Assessment

U.

A

U.

B

U.

C

U.

D

U.

E

U.

A

U.

B

U.

C

U.

D

U.

E

U.

A

U.

B

U.

C

U.

D

U.

E

U.

A

U.

B

U.

C

U.

D

U.

E

TL1 Use the search engines in computer

devices. UNESCO

, 2011

v v

TL2 Understand the use of the Internet and

the World Wide Web v v

TL3 Recognize how a browser and URL

work to access a website. v v

TL5 Use ICT resources to support

teachers’ own acquisition of subject

matter and pedagogical knowledge. (-

Digital Classroom, - Website, -Social

site) e.g (Sciencedirect, Researchgate,

Wikipedia, Google, Englishpage,

Libgen, Asian TEFL)

v v

220

TL6 Use ICT resources to enhance their

productivity.

Digital classroom

platforms

Websites

Social Sites

(Islcollective, esl-galaxy,

eslprintables)

v v

v

TL7 Demonstrate the use of common

hardware in supporting teaching

learning activity, such as:

Laptop

Projector

LCD TV

DVD player

Speaker

v v

V v

v

TL8 Use presentation software and digital

resources to support instruction, such

as:

PPT

Prezi

Canva

Keynote

v

V

v

TL9 Recognize the basic function of

graphics software and use the

software package to create a simple

graphic display, such as:

PPT

Keynote

Inkspace

pixlr

v

V

v

v v

v v

221

TL10 Demonstrate the basic tasks and use

word processors, such as:

micosoft office

WPS

text entry

editing text

formatting text

printing

v

v v

v v

TL12 Distinguish the use of ICT resources

for individuals and small groups of

students in the regular classroom.


(Google classroom, Edmodo,

Moodle, Padlet)

Social sites

(Email, whatsapp,

facebook, flickr,

blogspot)

v

V

TL13 Incorporate appropriate ICT activities

into lesson plans so as to support

students’ acquisition of school subject

matter knowledge.

v v V

TL14 Integrate the use of a computer

laboratory into ongoing teaching

activities.

v v

TL15 Use word-processing software to

write a worksheet, following standard

conventions.

European

Union,

2011

v v v v v

TL16 Search for potential teaching material

on the internet. v v

TL17 Download resources from websites. v v

TL18 Use software for handling images,

dvds, and sound files. v v

TL19 Use any standard Windows/Mac

software, including media players. v v

TL20 Use a data projector for lessons

involving the internet, a DVD etc. v V v V v

222

TL21 Use online technology as available to

deliver instructional or support

material.

Healey,

2008

v v

TL22 Utilize technology tools to expand

upon a conventional activity. v v v

TL24 Choose a technology environment

that is aligned with the goals of the

class.

v V v

TL25 Ensure that students understand how

to use the technology to meet

instructional goals (e.g., teach

students how to evaluate online

resources).

v v

TL26 Demonstrate familiarity with a variety

of forms of assessment that employ

technology.

v v v

TL29 Implement the digital technology in

classroom technology include

software programs, database, or

webpages

Celce

Murcia,

2014

v v v v v

TL30 Implement the relevant application in

teaching and learning process such as

word processing, dictionaries, and a

web browser.

v v V V

TL34 Demonstrate the responsibility in

using technology systems,

information and software.

v v

KD3 Develop technology-enriched

learning environments that enable all

students to pursue their individual

curiosities and become active

participants in setting their own

educational goals, managing their

own learning, and assessing their own

progress

v V v

KD5 Use online technology available to

deliver teaching or support material. v V v v

KD8 Demonstrate the integration of the

technology in innovative ways. Healey,

2008

v v v v V

223

KD10 Demonstrate the use of ICT tools to

organize and retrieve materials and

students’ data.

v v

KD11 Demonstrate the use of ICT tools to

encourage students to document their

own progress.

v V

KD13 Adapt technology-based activities and

tasks to align with the learning goals

and with the needs and abilities of the

students.

v v v

KD20 Implement technology into language

instruction reduces teacher-centered

understanding and students’ language

learning anxiety but encourages them

to be risk takers to practice target

language as they are digital natives.

Dilek

Cakiki,

2006

v V

KD21 Implement ICT tools in solving

simple and complex explanation in

teaching and learning activity

Tomei,

2005

v V

KD22 Implement the ICT tools in methods

and strategies of learning activity to

maximize students’ learning

v v V v

KD23 Implement the ICT tools to support

learner centered strategies based on

the needs of the students

v V v v

KD24 Implement ICT tools to develop

students’ higher order skills and

creativity.

v V v v v

KD25 Implement ICT tools to facilitate a

variety of effective assessment and

evaluation strategies

v v

KD26 Implement ICT tools in assessing

student learning of subject matter

using a variety of assessment

techniques.

v V

KC2 Design blended learning modules

using a learning management system. v

V

224

Course: Curriculum and Material Development

The Codes

C1: Course Information C6: Teaching Methods

C2: Course Description. C7: Indicators

C3: Course Learning Outcomes C8: Learning Activities

C4: Lesson Learning Outcomes C9: Assessment

C5: Teaching Media C10: Resources

Code The Indicators of ICT Competences Sources

Unesco's

Approach

The Components of the Syllabus

TL KD KC C3 C6:Learning

Activities

C7:Teaching

Media

C8: Teaching

Methods C9:Assessment

U.

A

U.

B

U.

C

U.

F

U.

A

U.

B

U.

C

U.

F

U.

A

U.

B

U.

C

U.

F

U.

A

U.

B

U.

C

U.

F

TL7 Demonstrate the use of common hardware in

supporting teaching learning activity, such as:

Laptop

Projector

LCD TV

DVD player

Speaker

UNESCO,

2011

v

V V

v

TL8 Use presentation software and digital resources to

support instruction, such as:

PPT

Prezi

Canva

Keynote

v

V

v

225

TL9 Recognize the basic function of graphics software

and use the software package to create a simple


PPT

Keynote

Inkspace

pixlr

v

V

v

v v

v

TL10 Demonstrate the basic tasks and use word

processors, such as:

micosoft office

WPS

text entry

editing text

formatting text

printing

v

V

v v

v

TL12 Distinguish the use of ICT resources for

individuals and small groups of students in the

regular classroom.


(Google classroom, Edmodo, Moodle,

Padlet)

Social sites

(Email, whatsapp, facebook, flickr,

blogspot)

v

v

TL13 Incorporate appropriate ICT activities into lesson

plans so as to support students’ acquisition of

school subject matter knowledge.

v

v

v

TL15 Use word-processing software to write a

worksheet, following standard conventions. EPG, 2011 v

v v

v

TL20 Use a data projector for lessons involving the

internet, a DVD etc. v

V

v

TL21 Use online technology as available to deliver

instructional or support material Healey,

2008

v

TL22 Utilize technology tools to expand upon a

conventional activity. v

v

v

TL24 Choose a technology environment that is aligned

with the goals of the class. v

v

226

TL25 Ensure that students understand how to use the

technology to meet instructional goals (e.g., teach

students how to evaluate online resources).

v

v

v

TL26 Demonstrate familiarity with a variety of forms

of assessment that employ technology. v

v v

v

TL29 Implement the digital technology in classroom

technology include software programs, database,

or webpages

Celce

Murcia,

2014

v

v

TL30 Implement the relevant application in teaching

and learning process such as word processing,

dictionaries, and a web browser.

v

v v

v

KD3 Develop technology-enriched learning

environments that enable all students to pursue

their individual curiosities and become active

participants in setting their own educational

goals, managing their own learning, and assessing

their own progress

EPG, 2011 v

v v

KD5 Use online technology available to deliver

teaching or support material. ISTE, 2008 v

v

KD8 Demonstrate the integration of the technology in

innovative ways. Healey,

2008

v v

v

KD9 Demonstrate the understanding of various

features of social media, blogs, and electronic

mails in providing feedbacks.

v

KD10 Demonstrate the use of ICT tools to organize and

retrieve materials and students’ data. v

KD11 Demonstrate the use of ICT tools to encourage

students to document their own progress. v

v

KD12 Evaluate students’ works that are posted in blogs,

social medias, or electronic mails. v

KD13 Adapt technology-based activities and tasks to

align with the learning goals and with the needs

and abilities of the students.

v

v

v v

KD14 Use computer-based diagnostic, formative, and

summative testing where feasible. v

KD15 Use technology-enhanced assessment results to

plan instruction. v

227

KD16 Use appropriate procedures for evaluating student

use of technology (e.g., rubrics, checklists,

matrices)

v

KD17 Organize the clear exercise and set of instruction

for the students to follow (clear instruction) Phil

Spencer,

2011

v

KD18 Use different materials for each lesson to present

a certain similar topic Dilek

Cakiki,

2006

v

KD19 Provide learning opportunities outside the

classroom for individual differences through ICT.

v

KD20 Implement technology into language instruction

reduces teacher-centered understanding and

students’ language learning anxiety but

encourages them to be risk takers to practice

target language as they are digital natives.

v

v v

KD21 Implement ICT tools in solving simple and

complex explanation in teaching and learning

activity .

Tomei,

2005

v

v

KD22 Implement the ICT tools in methods and

strategies of learning activity to maximize

students’ learning

v

v v

KD23 Implement the ICT tools to support learner

centered strategies based on the needs of the

students

v

v v

v

KD24 Implement ICT tools to develop students’ higher

order skills and creativity. v

v v

v v

KD25 Implement ICT tools to facilitate a variety of

effective assessment and evaluation strategies v

v

v

KD26 Implement ICT tools in assessing student learning

of subject matter using a variety of assessment

techniques.

v

KD27 Apply knowledge- and performance-based

rubrics that allow teachers to assess students’

understanding of key subject matter concepts,

skills, and processes.

v

228

KD28 Describe how collaborative, project-based

learning and ICT can support student thinking

and social interaction, as students come to

understand key concepts, processes, and skills in

the subject matter and use them to solve real-

world problems.

v

KD29 Design online materials that support students’

deep understanding of key concepts and their

application to real world problems

v

KD30 Structure unit plans and classroom activities so

that open-ended tools and subject-specific

applications will support students in their

reasoning with, talking about, and use of key

subject matter concepts and processes while they

collaborate to solve complex problems.

v

KD31 Manage student project-based learning activities

in a technology-enhanced environment. v

KD32 Apply ICT to access and share resources to

support their activities and their own professional

learning.

v

KC9 Help students develop both knowledge- and

performance-based rubrics and apply them to

assess their own understanding of key subject

matter and ICT skills. Help students to use these

rubrics to assess other students’ work.

v

KC10 Design online materials and activities that engage

students in collaborative problem-solving,

research or creating art.

v

KC11 Help students incorporate multimedia production,

web production and publishing technologies into

their projects in ways that support their ongoing

knowledge production and communication with

other audiences

v

KC12 Prepare teaching materials using basic

technological tools (e.g., word-processing

software, presentation software, and software that

creates Internet resources).

Healey,

2008

v

KC13 Adapt digital resources that are found to be

applied in learning. v

229

APPENDIX 3

The Infusion ICT Competences in the Components of Newly Designed Syllabi

Course: English Language Teaching Methodology

The Codes

C1: Course Information C6: Teaching Media C11: Resources

C2: Course Description. C7: Teaching Methods C12: Course Policy

C3: Program Learning Outcomes C8: Indicators SM: Summary Writing

C4: Course Learning Outcomes C9: Learning Activities P : Presentation

C5: Lesson Learning Outcomes C10: Assessment TD: Teaching

Demonstration

Code The Indicators of ICT Competence Sources Unesco's

Approach

Components of the Syllabus Expected Learning

Products

TL

KD

KC

C1 C2 C3 C4 C5 C7 C8 C9 C10 C11 C12 C13 SM P TD

TL1 Use the search engines in computer

devices. UNESCO

, 2011

V

V V V V V

TL2 Identify the use of the Internet and the

World Wide Web

V

V V V

TL3 Recognize how a browser works to

access a website.

V

V V V V V

TL4 Implement the several ICT resources

for online reading.

V

V V V V V V V

TL5 Use ICT resources to enhance

productivity.


Websites

Social Sites

(Islcollective, esl-galaxy,

eslprintables)

V

V

V

V

V

V

V

V

V

V

230

TL6 Demonstrate the use of common

hardware in supporting teaching

learning activity, such as:

Laptop

Projector

LCD TV

DVD player

Speaker

V

V V V V V V V V V

TL7 Use presentation software and digital

resources to support instruction, such

as:

PPT

Prezi

Canva

Keynote

V V V V V V V V V

TL8 Recognize the basic function of


software package to create a simple


PPT

Keynote

Inkspace

pixlr

V V V V V V V

TL9 Create an email account for a

sustained series of email

correspondence.

V V

TL10 Demonstrate the basic tasks and use

word processors, such as:

micosoft office

WPS

text entry

editing text

formatting text

printing

V V V V V V V

231

TL11 Use common communication and

collaboration technologies

text messaging

video conferencing

web-based

collaboration

social environments

V V V

TL12 Distinguish the use of ICT resources

for individuals and small groups of

students in the regular classroom.


(Google classroom,

Edmodo, Moodle, Padlet)

Social sites

(Email, whatsapp,

facebook, flickr,

and blogspot)

V V V V V V

TL13 Incorporate appropriate ICT activities

into lesson plans so as to support

students’ acquisition of school subject

matter knowledge.

V V V

TL14 Integrate the use of a computer

laboratory into ongoing teaching

activities.

V

TL15 Use word-processing software to

write a worksheet, following standard

conventions.

EPG,

2011

V V V V

TL16 Use for potential teaching material on

the internet.

V V V V

TL17 Use resources from websites. V V V V V V V V

TL18 Use any standard Windows/Mac

software, including media players.

V V V V V

TL19 Use a data projector for lessons

involving the internet, a DVD etc.

V V V V V V

TL20 Utilize technology tools to expand

upon a conventional activity. Healey V V V V V

232

TL21 Recognize the use of new

technologies for teaching learning

activities and professional purposes

(e.g., podcasts for listening and

speaking, blogs for writing and

reading).

V

V V

TL22 Choose a technology environment

that is aligned with the goals of the

class.

V V V

TL23 Ensure that students understand how

to use the technology to meet

instructional goals (e.g., teach

students how to evaluate online

resources).

V V V V V

TL24 Demonstrate familiarity with a variety

of forms of assessment that employ

technology.

V V

TL25 Employ appropriate record-keeping

tools and techniques (e.g., software-

based classroom management tools,

electronic grade books, reports to

stakeholders).

V

TL26 Implement mobile device that employ

a computer at their core such as cell

phones, personal digital assistant

(PDA), MP3 player and etc.

Celce

Murcia,

2014

V V V V V V

TL27 Implement the digital technology in

classroom technology include

software programs, database, or

webpages

V V V

V

V

V

V

V V V

TL28 Implement the relevant application in

teaching and learning process such as

word processing, dictionaries, and a

web browser.

V V

V V V V

TL29 Implement the appropriate ICT tools

in giving fast feedback to students’

error.

Dilek

Cakiki,

2006

V V

TL30 Provide different types of ICT

facilities and availabilities for

V V

V

233

teaching materials.

TL31 Provide graded and non-graded

practice reviews, quizzes, and

examinations

Tomei,

2005

V V

TL32 Demonstrate the responsibility in

using technology systems,


V V

KD 1 Use software for handling images,

DVDs, and sound files. V V V V V V V

KD2 Coordinate project work with digital

media (using, for example, a camera,

the internet, social networks)

EPG,

2011

V V V V

KD3 Engage students in exploring real-

world issues and solving authentic

problems using digital tools and

resources.

V V V V V V

KD4 Develop technology-enriched

learning environments that enable all

students to pursue their individual

curiosities.

V V V V V V V V

KD5 Prepare instructional materials for

students using basic technology tools

(e.g., word-processing software,

presentation software, and software

that creates Internet resources).

ISTE,

2008

V V V V V

KD6 Use online technology or websites to

deliver teaching or support material.

V V V V V V V V V

KD7 Implement lesson plans obtained from

other teachers via Internet.

V V V V

KD8 Use an electronic forum (e.g., blog) to

post information for students about

the class

Healey,

2008

V V V V V

KD9 Demonstrate the integration of the

technology in innovative ways.

V V V V

V

V

V

V V V

KD

10

Demonstrate the understanding of

various features of social media,

blogs, and electronic mails in

providing feedbacks.

V V V

234

KD

11

Demonstrate the use of ICT tools to

organize and retrieve materials and

students’ data.

V V V V

KD

12

Demonstrate the use of ICT tools to

encourage students to document their

own progress.

V

KD

13

Evaluate students’ works that are

posted in blogs, social medias, or

electronic mails.

V V

KD

14

Adapt technology-based activities and

tasks to align with the learning goals

and with the needs and abilities of the

students.

V V V V

KD

15

Use computer-based diagnostic,

formative, and summative testing

where feasible.

V V

KD

16

Use technology-enhanced assessment

results to plan instruction.

V V

KD

17

Use appropriate procedures for

evaluating student use of technology

(e.g., rubrics, checklists, matrices)

V

KD

18

Use different materials for each

lesson to present a certain similar

topic.

Dilek

Cakiki,

2006

V

V

V

KD

19

Provide learning opportunities outside

the classroom for individual

differences through ICT.

V V V V V V V V V

KD

20

Implement technology into language

instruction reduces teacher-centered

understanding and students’ language

learning anxiety but encourages them

to be risk takers to practice target

language as they are digital natives.

V V V V V

KD

21

Implement ICT tools in solving

simple and complex explanation in

teaching and learning activities.

Tomei,

2005

V V V

235

KD

22

Implement the ICT tools in methods

and strategies of learning activity to

maximize students’ learning

V V V V

KD

23

Implement the ICT tools to support

learner centered strategies based on

the needs of the students

V V V V V V V

KD

24

Implement ICT tools to develop

students’ higher order skills and

creativity.

V V V V V V V V

KD

25

Implement ICT tools to facilitate a

variety of effective assessment and

evaluation strategies

V V

KD

26

Implement ICT tools in assessing

student learning of subject matter

using a variety of assessment

techniques.

V V

KD

27

Apply knowledge- and performance-

based rubrics that allow teachers to

assess students’ understanding of key

subject matter concepts, skills, and

processes.

V V

KD

28

Implement collaborative, project-

based learning and ICT in supporting

student thinking and social

interaction, as students come to

understand key concepts, processes,

and skills in the subject matter and

use them to solve real-world

problems.

V V V V V V V V V

KD

29

Structure unit plans and classroom

activities so that open-ended tools and

subject-specific applications will

support students in their reasoning

with, talking about, and use of key

subject matter concepts and processes

while they collaborate to solve

complex problems.

v V

V V V

KD

30

Manage student project-based

learning activities in a technology- V V V V V

236

enhanced environment.

KD

31

Apply ICT to access and share

resources to support their activities

and their own professional learning.

V

V

V

V

V

KC1 Create lessons with downloaded texts,

pictures, graphics, etc. EPG,

2011

V V V V V V

KC2 Design blended learning modules

using a learning management system. V V V V

KC3 Adapt relevant learning experiences

that incorporate digital tools and

resources to promote student learning

and creativity

ISTE,

2008

V V V V V V V V V V V

KC4 Provide students with multiple and

varied formative and summative

assessments aligned with content and

technology standards and use

resulting data to inform learning and

teaching

V V

KC5 Design relevant materials to test

students’ achievement in all skills and

look for the appropriate ICT that can

be used.

Dilek

Cakiki,

2006

V V V

KC6 Design teaching and learning

activities of ICT integration to

acquire the skills of searching for,

managing, analyzing, evaluating and

using information.

UNESCO

,2011

V V V V

KC7 Design units of study and classroom

activities that integrate a range of ICT

tools and devices to help students

acquire the skills of reasoning,

planning, reflective learning,

knowledge building and

communication.

V V V V V

KC 8 Design online materials that support

students’ deep understanding of key

concepts and their application to real

world problems

V V V V V

237

KC9 Apply ICT to develop students'

communications and collaboration

skills.

V V V V V V V V V V

KC10 Develop both knowledge- and

performance-based rubrics to assess

their own understanding of key

subject matter and ICT skills.

V V

KC11 Design online materials and activities

that engage students in collaborative

problem-solving, research or creating

art.

V V

KC12 Incorporate multimedia production,

web production and publishing

technologies into their projects in

ways that support students’ ongoing

knowledge production and

communication with other audiences

V V V V V

V

V V

KC13 Prepare teaching materials using basic

technological tools (e.g., word-

processing software, presentation

software, and software that creates

Internet resources).

Healey,

2008

V V V V

KC14 Modify learning activities to address

students ‘diverse learning styles,

working strategies, and abilities using

digital tools and resources.

Hubbard

et al.,

2008

V V

2. Course: Curriculum and Material Development

The Codes

C1: Course Information C6: Teaching Media C11: Assessment R : Report

C2: Course Description. C7: Teaching Methods C12: Resources LP: Lesson Plan

C3: Program Learning Outcomes C8: Course Materials C13: Course Policy LM: Learning Materials

C4: Course Learning Outcomes C9: Indicators SM: Summary Writing

C5: Lesson Learning Outcomes C10: Learning Activities P : Presentation

238


Approach


Products

TL

KD

KC

C

1

C

2

C

3

C

4

C

5

C

6

C

7

C

8

C

9

C

10

C

11

C

12

C

13

S

M

P R L

P

L

M

TL1 Use the search engines in computer devices. UNESCO,

2011

V

V V V V V V

TL2 Identify the use of the Internet and the World

Wide Web

V

V V V

TL3 Recognize how a browser works to access a

website.

V

V V V V V V V V

TL4 Implement the several ICT resources for online

reading.

V

V V V V V V V V V

TL5 Use ICT resources to enhance productivity.


Websites

Social Sites


V

V

V

V

V

V

V

V

V

V

V V



Laptop

Projector

LCD TV

DVD player

Speaker

V

V V V V V V V V V

TL7 Use presentation software and digital resources

to support instruction, such as:

PPT

Prezi

Canva

Keynote

V V V V V V V V

TL8 Recognize the basic function of graphics

software and use the software package to create

a simple graphic display, such as:

PPT

V V V V V V

239

Keynote

Inkspace

pixlr

TL9 Create an email account for a sustained series

of email correspondence.

V V



micosoft office

WPS

text entry

editing text

formatting text

printing

V V V V V V V V V V

TL11 Use common communication and collaboration

technologies

text messaging

video conferencing

web-based

collaboration

social environments

V V V



regular classroom.


(Google classroom,


Social sites

(Email, whatsapp,

facebook, flickr,

and blogspot)

V V V V V V

TL13 Incorporate appropriate ICT activities into

lesson plans so as to support students’

acquisition of school subject matter knowledge.

V V

TL14 Integrate the use of a computer laboratory into

ongoing teaching activities.

V


worksheet, following standard conventions. EPG,

2011

V V V

240

TL16 Use for potential teaching material on the

internet. V V V V V

TL17 Use resources from websites. V V V V V V V V V V V V

TL18 Use any standard Windows/Mac software,

including media players. V V V V V V


internet, a DVD etc.

V V V V V V V


conventional activity. Healey V V V V

TL21 Recognize the use of new technologies for

teaching learning activities and professional

purposes (e.g., podcasts for listening and

speaking, blogs for writing and reading).

v

V

TL22 Choose a technology environment that is

aligned with the goals of the class.

V V


technology to meet instructional goals (e.g.,

teach students how to evaluate online

resources).

V V V V V V V V V V


of assessment that employ technology.

V V

TL25 Employ appropriate record-keeping tools and

techniques (e.g., software-based classroom

management tools, electronic grade books,

reports to stakeholders).

V

TL26 Implement mobile device that employ a

computer at their core such as cell phones,

personal digital assistant (PDA), MP3 player

and etc.

Celce

Murcia,

2014

V V V V V V


technology include software programs,

database, or webpages

v V V

V

V

V

V

V V V V V




V V

V V V V V V

TL29 Implement the appropriate ICT tools in giving

fast feedback to students’ error. Dilek

Cakiki,

2006

V V V

TL30 Provide different types of ICT facilities and

availabilities for teaching materials.

V V

V

241

TL31 Provide graded and non-graded practice

reviews, quizzes, and examinations Tomei,

2005

V V

TL32 Demonstrate the responsibility in using

technology systems, information and software.

V V

KD 1 Use software for handling images, DVDs, and

sound files. EPG,

2011

V V V V V V

KD2 Coordinate project work with digital media

(using, for example, a camera, the internet,

social networks)

V V V V V

KD3 Engage students in exploring real-world issues

and solving authentic problems using digital

tools and resources

V V V V V V V



their individual curiosities.

V V V V V V V

KD5 Prepare instructional materials for students

using basic technology tools (e.g., word-

processing software, presentation software, and

software that creates Internet resources).

ISTE,

2008

V V V V V V V

KD6 Use online technology or websites to deliver

teaching or support material.

V V V V V V V V V V

KD7 Implement lesson plans obtained from other

teachers via Internet.

V V V V V V

KD8 Use an electronic forum (e.g., blog) to post

information for students about the class Healey,

2008

V V V V

KD9 Demonstrate the integration of the technology

in innovative ways.

V V V

V

V

V

V V V V V

KD

10

Demonstrate the understanding of various



V V

KD

11

Demonstrate the use of ICT tools to organize

and retrieve materials and students’ data.

V V V V V

KD

12

Demonstrate the use of ICT tools to encourage

students to document their own progress.

V

242

KD

13

Evaluate students’ works that are posted in

blogs, social medias, or electronic mails.

V V V

KD

14

Adapt technology-based activities and tasks to



V V V

KD

15

Use computer-based diagnostic, formative, and

summative testing where feasible.

V V

KD

16

Use technology-enhanced assessment results to

plan instruction.

V V

KD

17

Use appropriate procedures for evaluating

student use of technology (e.g., rubrics,

checklists, matrices)

V

KD

18

Use different materials for each lesson to

present a certain similar topic Dilek

Cakiki,

2006

V V

KD

19

Provide learning opportunities outside the

classroom for individual differences through

ICT.


KD

20

Implement technology into language instruction





V V V V V

KD

21

Implement ICT tools in solving simple and


activities.

Tomei,

2005

V V

KD

22

Implement the ICT tools in methods and



V V V

KD

23

Implement the ICT tools to support learner


students

V V V V V

KD

24

Implement ICT tools to develop students’

higher order skills and creativity. V V V V V V V V V

KD

25

Implement ICT tools to facilitate a variety of

effective assessment and evaluation strategies V V

KD

26

Implement ICT tools in assessing student

learning of subject matter using a variety of V V

243

assessment techniques.

KD

27

Apply knowledge- and performance-based




V V

KD

28

Implement collaborative, project-based learning

and ICT in supporting student thinking and

social interaction, as students come to

understand key concepts, processes, and skills

in the subject matter and use them to solve real-

world problems.

V V V V V V V V V V

KD

29

Structure unit plans and classroom activities so




subject matter concepts and processes while

they collaborate to solve complex problems.

V V

V V

KD

30

Manage student project-based learning

activities in a technology-enhanced

environment.

V V V V V

KD

31

Apply ICT to access and share resources to

support their activities and their own

professional learning.

V

V

V

V

V V V

KC1 Create lessons with downloaded texts, pictures,

graphics, etc. EPG,

2011

V V V V V V V V V

KC2 Design blended learning modules using a

learning management system. V V V

KC3 Adapt relevant learning experiences that

incorporate digital tools and resources to

promote student learning and creativity

ISTE,

2008

V V V V V V V V V V

KC4 Provide students with multiple and varied

formative and summative assessments aligned

with content and technology standards and use

resulting data to inform learning and teaching

V V

KC5 Design relevant materials to test students’

achievement in all skills and look for the

appropriate ICT that can be used.

Dilek

Cakiki,

2006

V

V

V V V V V

244

KC6 Design teaching and learning activities of ICT

integration to acquire the skills of searching for,

managing, analyzing, evaluating and using

information.

UNESCO,

2011

V V V V V

V

KC7 Design units of study and classroom activities

that integrate a range of ICT tools and devices

to help students acquire the skills of reasoning,

planning, reflective learning, knowledge

building and communication.

V V V V V V V

KC 8 Design online materials that support students’



V V V V


communications and collaboration skills. V V V V V V V V V

KC

10

Develop both knowledge- and performance-

based rubrics to assess their own understanding

of key subject matter and ICT skills.

V V

KC

11

Design online materials and activities that

engage students in collaborative problem-

solving, research or creating art.

V V V V

KC

12

Incorporate multimedia production, web

production and publishing technologies into

their projects in ways that support students’

ongoing knowledge production and


V V V V V

V

V V V V

KC

13

Prepare teaching materials using basic


software, presentation software, and software


Healey,

2008

V V V V V V V

KC

14

Modify learning activities to address students

‘diverse learning styles, working strategies, and

abilities using digital tools and resources.

Hubbard

et al.,

2008

V

V

245

3. Course: Language Learning Theories and Strategies

The Codes

C1: Course Information C6: Teaching Media C11: Assessment R : Report

C2: Course Description. C7: Teaching Methods C12: Resources TD: Teaching

Demonstration

C3: Program Learning Outcomes C8: Course Materials C13: Course Policy




Approach


Products

TL

KD

KC

C

1

C

2

C

3

C

4

C

5

C

6

C

7

C

8

C

9

C

10

C

11

C

12

C

13

S

M

P R T

D


2011

V

V V V V V


Wide Web

V

V V V V


website.

V

V V V V V V V


reading.

V

V V V V V V V V



Websites

Social Sites

V

V

V

V

V

V

V

V

V

V

V

V



Laptop

Projector

LCD TV

DVD player

Speaker

v

V V V V V V V V V V

246

TL7 Use presentation software and digital resources to

support instruction, such as:

PPT

Prezi

Canva

Keynote

V V V V V V V V V

TL8 Recognize the basic function of graphics software

and use the software package to create a simple


PPT

Keynote

Inkspace

pixlr

V V V V V V V

TL9 Create an email account for a sustained series of

email correspondence.

V V



micosoft office

WPS

text entry

editing text

formatting text

printing

V V V V V V V V V


technologies

text messaging

video conferencing

web-based

collaboration

social environments

V V V V



regular classroom.


(Google classroom,


Social sites

(Email, whatsapp,

V V V V V V V

247

facebook, flickr,

and blogspot)

TL13 Incorporate appropriate ICT activities into lesson

plans so as to support students’ acquisition of

school subject matter knowledge.

V V

V



V


worksheet, following standard conventions. EPG, 2011

V V V

TL16 Use potential teaching material on the internet. V V V V V V

TL17 Use resources from websites. V V V V V V V V V V V


including media players.

V V V V V V



V V V V V V V V


conventional activity. Healey V V V V V





v

V V

TL22 Choose a technology environment that is aligned

with the goals of the class.

V V V


technology to meet instructional goals (e.g., teach

students how to evaluate online resources).

V V V V V V V V



V V





V

TL26 Implement mobile device that employ a computer

at their core such as cell phones, personal digital

assistant (PDA), MP3 player and etc.

Celce

Murcia, 2014

V V V V V V V


technology include software programs, database,

or webpages

v V V

V

V

V

V

V V V V

248




V V

V V V V V


fast feedback to students’ error. Dilek Cakiki,

2006

V V V



V V

V V

TL31 Provide graded and non-graded practice reviews,

quizzes, and examinations Tomei, 2005

V V



V V


sound files. EPG, 2011

V V V V V V V


(using, for example, a camera, the internet, social

networks)

V V V V


and solving authentic problems using digital tools

and resources

V V V V V V V V




V V V V V V V V

KD5 Prepare instructional materials for students using

basic technology tools (e.g., word-processing



ISTE, 2008

V V V V V V



V V V V V V V V V V



V V V V V


information for students about the class Healey, 2008

V V V V V

KD9 Demonstrate the integration of the technology in

innovative ways.

V V V

V

V

V

V V V V

KD

10




V V V

249

KD

11

Demonstrate the use of ICT tools to organize and

retrieve materials and students’ data.

V V V V V

KD

12



V

KD

13

Evaluate students’ works that are posted in blogs,

social medias, or electronic mails.

V V V

KD

14




V V V V

KD

15



V V

KD

16


plan instruction.

V V

KD

17

Use appropriate procedures for evaluating student

use of technology (e.g., rubrics, checklists,

matrices)

V

KD

18

Use different materials for each lesson to present

a certain similar topic. Dilek Cakiki,

2006

V

V

V

KD

19


classroom for individual differences through ICT.

V V V V V V V V V V

KD

20






V V V V V

KD

21



activities.

Tomei, 2005 V V V

KD

22




V V V V

250

KD

23



students

V V V V V V

KD

24

Implement ICT tools to develop students’ higher

order skills and creativity. V V V V V V V V

KD

25



KD

26

Implement ICT tools in assessing student learning

of subject matter using a variety of assessment

techniques.

V V

KD

27





V V

KD

28


and ICT in supporting student thinking and social

interaction, as students come to understand key

concepts, processes, and skills in the subject

matter and use them to solve real-world

problems.

V V V V V V V V V

KD

29





subject matter concepts and processes while they

collaborate to solve complex problems.

V V

V V V

KD

30

Manage student project-based learning activities

in a technology-enhanced environment. V V V V V V

KD

31


support their activities and their own professional

learning.

V

V

V

V

V V


graphics, etc. EPG, 2011 V V V V V V V V

KC2 Design blended learning modules using a learning

management system. V V V V


incorporate digital tools and resources to promote

student learning and creativity

ISTE, 2008 V V V V V V V V V

251





V V




Dilek Cakiki,

2006

V

V

V V V V




information.

UNESCO,20

11

V V V V V

V

V


that integrate a range of ICT tools and devices to

help students acquire the skills of reasoning,

planning, reflective learning, knowledge building

and communication.

V V V V V V




V V V V V

KC9 Apply ICT to develop students' communications

and collaboration skills. V V V V V V V V

KC

10

Develop both knowledge- and performance-based

rubrics to assess their own understanding of key

subject matter and ICT skills.

V V

KC

11

Design online materials and activities that engage

students in collaborative problem-solving,

research or creating art.

V V V

KC

12


production and publishing technologies into their

projects in ways that support students’ ongoing

knowledge production and communication with

other audiences

V V V V V

V

V V V

KC

13





Healey, 2008 V V V V V V V

252

KC

14




Hubbard et

al., 2008

V V

4. Course: Digital Literacy in English Language Education

The Codes

C1: Course Information C5: Teaching Media C9: Assessment LP: Lesson Plan

C2: Course Description. C6: Teaching Methods C10: Resources LM: Learning Materials

C3: Program Learning Outcomes C7: Course Materials C11: Course Policy TD: Teaching

Demonstration



Code The Indicators of ICT Competence Sources

Unesco's

Approach


Outcomes

TL

KD

KC

C

1

C

2

C

3

C

4

C

5

C

6

C

7

C

8

C

9

C

10

C

11

C

12

C

13

S

M P

L

P

L

M

T

D


2011

V

V V V V V V V


Wide Web

V

V V V V


website.

V

V V V V V V V V


reading.

V

V V V V V V V V V



Websites

Social Sites


V

V

V

V

V

V

V

V

V

V V V

253



Laptop

Projector

LCD TV

DVD player

Speaker

v

V V V V V V V V V

TL7 Use presentation software and digital resources

to support instruction, such as:

PPT

Prezi

Canva

Keynote

V V V V V V V V V

TL8 Recognize the basic function of graphics

software and use the software package to create

a simple graphic display, such as:

PPT

Keynote

Inkspace

pixlr

V V V V V V V

TL9 Create an email account for a sustained series

of email correspondence.

V V



micosoft office

WPS

text entry

editing text

formatting text

printing

V V V V V V V V V V


technologies

text messaging

video conferencing

web-based

collaboration

social environments

V V V V

254



regular classroom.


(Google classroom,


Social sites

(Email, whatsapp,

facebook, flickr,

and blogspot)

V V V V V V

TL13 Incorporate appropriate ICT activities into

lesson plans so as to support students’

acquisition of school subject matter knowledge.

V V V



V


worksheet, following standard conventions. EPG, 2011

V V V V

TL16 Use for potential teaching material on the

internet.

V V V V V

TL17 Use resources from websites. V V V V V V V V V V V V


including media players. V V V V V V



V V V V V V V


conventional activity. Healey V V V V V





v

V V

TL22 Choose a technology environment that is

aligned with the goals of the class.

V V V


technology to meet instructional goals (e.g.,

teach students how to evaluate online

resources).

V V V V V V V V V



V V

255





V

TL26 Implement mobile device that employ a

computer at their core such as cell phones,

personal digital assistant (PDA), MP3 player

and etc.

Celce

Murcia,

2014

V V V V V V


technology include software programs,

database, or webpages

v V V

V

V

V

V

V V V V V




V V

V V V V V V


fast feedback to students’ error. Dilek

Cakiki,

2006

V V V



V V

V

TL31 Provide graded and non-graded practice

reviews, quizzes, and examinations Tomei, 2005

V V



V V


sound files. EPG, 2011

V V V V V V V


(using, for example, a camera, the internet,

social networks)

V V V V V


and solving authentic problems using digital

tools and resources

V V V V V V V




V V V V V V V

KD5 Prepare instructional materials for students

using basic technology tools (e.g., word-

processing software, presentation software, and

software that creates Internet resources).

ISTE, 2008

V V V V V V V

256



V V V V V V V V V V



V V V V V V V


information for students about the class Healey,

2008

V V V V V

KD9 Demonstrate the integration of the technology

in innovative ways.

V V V

V

V

V

V V V V V

KD

10




V V V

KD

11

Demonstrate the use of ICT tools to organize

and retrieve materials and students’ data.

V V V V V V

KD

12



V

KD

13

Evaluate students’ works that are posted in

blogs, social medias, or electronic mails.

V V V

KD

14




V V V V

KD

15



V V

KD

16


plan instruction.

V V

KD

17

Use appropriate procedures for evaluating

student use of technology (e.g., rubrics,

checklists, matrices)

V

KD

18

Use different materials for each lesson to

present a certain similar topic. Dilek

Cakiki,

2006

V

V

V

257

KD

19


classroom for individual differences through

ICT.


KD

20






V V V V V

KD

21



activities.

Tomei, 2005 V V V

KD

22




V V V V

KD

23



students

V V V V V

KD

24

Implement ICT tools to develop students’

higher order skills and creativity. V V V V V V V V V

KD

25



KD

26

Implement ICT tools in assessing student

learning of subject matter using a variety of

assessment techniques.

V V

KD

27





V V

KD

28


and ICT in supporting student thinking and

social interaction, as students come to

understand key concepts, processes, and skills

in the subject matter and use them to solve real-

world problems.

V V V V V V V V V V

KD

29





subject matter concepts and processes while

V V

V V V

258

they collaborate to solve complex problems.

KD

30

Manage student project-based learning

activities in a technology-enhanced

environment.

V V V V V

KD

31


support their activities and their own


V

V

V

V

V V V


graphics, etc. EPG, 2011 V V V V V V V V V V

KC2 Design blended learning modules using a

learning management system. V V V V


incorporate digital tools and resources to

promote student learning and creativity

ISTE, 2008 V V V V V V V V V V





V V




Dilek

Cakiki,

2006

V

V

V V V V V




information.

UNESCO,2

011

V V V V V V


that integrate a range of ICT tools and devices

to help students acquire the skills of reasoning,

planning, reflective learning, knowledge

building and communication.

V V V V V V V




V V V V V


communications and collaboration skills. V V V V V V V V V

KC

10

Develop both knowledge- and performance-

based rubrics to assess their own understanding

of key subject matter and ICT skills.

V V

259

KC

11

Design online materials and activities that

engage students in collaborative problem-

solving, research or creating art.

V V

V

V

V

KC

12


production and publishing technologies into

their projects in ways that support students’

ongoing knowledge production and


V V V V V V

V

V

V

V

V

KC

13



software, presentation software, and software


Healey,

2008

V V V V V V

V

V

V

KC

14




Hubbard et

al., 2008

V V

260

APPENDIX 4

The Analysis of Examining Content of Syllabus Components

Course 1: English Language Teaching Method

A. Component of a Syllabus: Course Information

University A University B University C University D University E Theory Remarks

The course

information of

English Language

Teaching Method

course from

University A consists

of:

• Subject

• Prerequisite

• Time

• Allocation

• Subject Code

• Credit

• Lecturer Code

The course

information of

English Language

Teaching Method

course from

University B consists

of:

Name of the

Course

Code of the

Course

Semester

Name of the

Lecturer

The course

information of

English Language

Teaching Method

course from

University C consists

of:

Name of the

Course

Code of the

Course

Credit

Semester

The course

information of

English Language

Teaching Method

course from

University D consists

of:

Nama MK

Kode

SKS

Semester

Team Teaching

Koordinator MK

Ketua Prodi

The course

information of

English Language

Teaching Method

course from

University E consists

of:

Department

Code

Subject

Credit

Semester

Prerequisite

A course information provides course title,

course number, credit hours, prerequisites,

he location of classroom, and the days and

hours class/lab/studio/etc. meets (Altman &

Cashin, 1992).

Course information provides the

information such as name of university,

semester, year, course title, and the

descriptions of how to contact a course

instructor (Davis, 2004).

Course information informs course title,

number section, term, semester, year, dates,

pre-requisites: required courses and skills,

co-requisites, class, days, times, class

location) (Wolf, Czekanski, & Dillon

,2013)

All of the course

information

provided in the

existing syllabi

from five

universities refers

to the theories.

B. Component of a Syllabus: Course Description

Univ.A Univ. B University C University D University E Theory Remarks

261

No course

descripti

on in the

syllabus.

No course

descriptio

n in the

syllabus.

This course provides students

with historical views of

language teaching methods

that serve as the source of

classroom practices and

principles in language

teaching. The topics are the

following: (1) historical views

of language teaching, (2)

Approach, methods, and

technique, (3) making a

lesson plan, (4) interactive

langauge teachuing, (5)

classroom management, (6)

teaching language skills, (7)

assesing language skills and

(8) workshops on ELT.

Mata kuliah ini mengkaji

tentang konsep teoritis tentang

berbagai metode pembelajaran

Bahasa Inggris yang sedang

berkembang serta

mendeskusikannya dan jika

memungkinkan mencobakan

prinsip-prinsip pembelajaran

tersebut di dalam kelas untuk

didiskusikan bersama. Melalui

mata kuliah ini dihrapkan

mahasiswa mampu mengambil

keputusan strategis yang

berkaitan bidang pengetahuan

pengjaran Bahasa Inggris serta

mengaitkannya dengan

kehidupan nyata dengan

pemanfaatan IPTEKS.

The description of the

course is to acquaint

students with rudimentary

theories of TEFL

(approaches and methods

of

teaching, learner

difference, classroom

management, and teaching

evaluation as well as

practicing teaching

receptive

skills (listening and

speaking) and productive

skills, reading and writing.

Course description is a paragraph describing

the general content of the course (Altman &

Cashin, 1992).

A course description mainly describes

prerequisites, overview of a course, student

learning objectives, methods of the

instruction (Davis, 2004)

Course description informs a student about

the rationale of the course subject, a brief

overview of the key content, knowledge and

skills to be learned and stating the major

learning strategies and activities that students

will experience (RISTEKDIKTI,2016)

Although the course

descriptions from

the different

universities do not

provide the learning

objectives and

methods of

instruction as

suggested by Davis

(2004). They still

refer to the theories

proposed by Altman

& Cashin (1992),

and RISTEKDIKTI

(2016).

C. Components of a Syllabus: Program Learning Outcomes

Univ.A Univ.B Univ.C University D Univ. E Theory Remarks

A. Sikap (S):

S5: Bekerja sama dan memiliki kepekaan sosial serta kepedulian terhadap

masyarakat dan lingkungan;

S8: Menunjukkan sikap bertanggungjawab atas pekerjaan di bidang

keahliannya secara mandiri

S9: Menunjukkan sikap bertanggungjawab atas pekerjaan di bidang

keahliannya secara mandiri; dan

S10: Menginternalisasi semangat kemandirian, kejuangan, dan

kewirausahaan.

B. Keterampilan Umum (KU)

KU1: Mampu menerapkan pemikiran logis, kritis, sistematis, dan inovatif,

dalam konteks pengembangan atau implementasi ilmu pengetahuan

dan teknologi yang memperhatikan dan menerapkan nilai

humaniora yang sesuai dengan bidang keahliannya.

KU3:Mampu mengkaji implikasi pengembangan atau implementasi ilmu

pengetahuan teknologi yang memperhatikan dan menerapkan nilai

humaniora sesuai dengan keahliannya berdasarkan kaidah, tata cara, dan

etika ilmiah dalam rangka menghasilkan solusi, gagasan, desain, atau

kritik seni, menyusun deskripsi saintifik hasil kajiannya dalam bentuk

Program learning outcomes are

the learning outcomes proposed

by a study program. The program

learning outcomes mainly inform

the knowledge, affective, and

skill domain that the study

program expects to be achieved

by students

(RISTEKDIKTI,2016)

The program learning

outcomes provided in the

syllabus of Univ. D refers

to the elaboration of

RISTEKDIKTI

262

skripsi dan menggunggahnya dalam laman perguruan tinggi

KU5: Mampu mengambil keputusan secara tepat dalam konteks penyelesaian

masalah di bidang keahliannya, berdasarkan hasil analisis informasi dan

data;

KU7:Mampu bertanggung jawab atas pencapaian hasil kerja kelompok dan

melakukan supervisi dan evaluasi terhadap penyelesaian pekerjaan yang

ditugaskan kepada pekerja yang berada di bawah tanggung jawabnya.;

dan

KU8: Mampu melakukan proses evaluasi diri terhadap kelompok kerja yang

Berada dibawah tanggung jawabnya, dan mampu mengelola

C. Keterampilan Khusus (KK)

KK1: Mengkaji konsep, prinsip, teknik dan langkah-langkah perencanaan,

pelaksanaan, dan evaluasi pembelajaran bahasa inggris dengan

memanfaatkan Iptek yang berorientasi pada kecakapan hidup di tingkat

dasar, menengah, dan atas.;

KK2: Mengaplikasikan bahasa Inggris secara lisan dan tertulis dalam konteks

komunikasi umum, akademis dan pekerjaan sesuai dengan standar mutu

internasional

D. Pengetahuan (P)

P1: Menguasai konsep, prinsip, teknik dan langkah-langkah perencanaan,

pelaksanaan, dan evaluasi pembelajaran bahasa inggris dengan

memanfaatkan Ipteks yang berorientasi pada kecakapan hidup di tingkat

dasar dan menengah secara mendalam.

P2: Menguasai konsep teoritis budaya, tata nilai institusi serta sejarah dan

pemikiran modern masyarakat negara-negara berbahasa Inggris secara

mendalam

D. Component of a Syllabus: Course Learning Outcomes


After completing

this course, students

are expected to be

able to:

1. Understand

basic concept of

learning-

teaching

process,

method,

techniques, and

1. This course is

intended to

overview the

concepts of

communicative

approach, hoping

students recognize

the principles of

communicative

approach.

2. Students are

The objectives of the

course are that the

students:

1. Understand the

principles of

teaching

language

2. Have experience

of making lesson

plan

3. Can do

1. Mengidentifikasi,

Menjelaskan/

menguraikan antara

approach, method,

dan technique pada

konteks English

language teaching.

2. Menganalisis

pendekatan, metode

dan tehnik pengajaran

dan pembelajaran

Students

will have sufficient

acquaintance with

approaches and

methods of teaching,

learners difference,

teacher’s

roles,classroom

management, method

teaching grammar

and vocabulary,

Course objective elaborates a behavior, skill,

or action that a student can demonstrate if

they have achieved mastery of the objective

(Altman & Cashin, 1992).

Student learning objectives describe what

students will be expected to do or know after

the course, and what

competencies/skills/knowledge will be

expected to demonstrate by students at the

end of the course (Davis, 2004).

The form of

learning

objectives or

course learning

outcomes stated in

four universities is

different although

the contents of the

learning

objectives refer to

the theories

263

evaluation in

learning

teaching

process in

English

Language

Teaching

(ELT).

2. Develop

students’

knowledge,

principles,

practical

skills, ,

techniques and

awareness for

teaching the

four skills and

language

components

(teaching

listening

skills, reading,

speaking,

writing skills,

grammar,

pronunciation

and integrated

skills)

3. Determine and

adapt teaching

strategies

which are

relevant to

students’

needs, school

settings and

contexts.

needed to

recognize and

analyze the

process and

strategies eclectic

approach.

3. Students

recognize the

concept of

communicative

language learning.

They are intended

to describe

children language

competence in

language

acquisition by

using

communicative

language teaching.

4. Students is

suggested and

intended to find

out the

development of

community

language learning.

5. Students can

describe the

situation and the

development

direct method.

6. Students describe

how learner learn

to improve the

English as second

language by silent

way.

7. Students are

intended to know

classroom

management

4. Understand on

the structural and

communicative

approach

5. Can teach

English as a

foreign language

by having clear

and systematic

understanding on

teaching English

by principles

6. Assess the

language skills

7. Use the best

teaching

principles for

teaching

purposes

Bahasa Inggris pada

The 19th and Early to

Mid-20th Century.

3. Menganalisis

pendekatan, metode


dan pembelajaran

Bahasa Inggris pada

The Mid-to-Late-20th

Century.

4. Menganalisis

Communicative

Approach dalam

konteks English

language teaching.

5. Mengevaluasi

pendekatan, metode


dan pembelajaran

Bahasa Inggris pada

The 21th Century.

6. Merancang dan

memberikan contoh

pembelajaran Bahasa

Inggris dengan

Scientific Methods

teaching receptive

skills (listening and

reading) and

productive skills

(speaking and writing

), evaluation

(assessment and

testing) as well as

teaching practices.

CPMK or course learning outcomes inform

students about measureable knowledge that

reflects skills, competences, and knowledge

that must be achieved (RISTEKDIKTI,

2016).

provided by the

experts.

264

and find out the

concept of

quantum teaching

and learning. Start

from method,

technique, the

students, and

evaluation.

8. Students are

intended to

understand and

able to choose and

describe about

audio language

methodology and

technique in

teaching by using

audio

methodology.

9. Students are

intended to

understand inquiry

method as an

approach in

teaching learning

process.

10. Students are able

to tell the concept

of constructivism

methodology in

language learning.

11. Students are

intended to

describe The

suggestopedia

and its concept.

12. Students are

intended to tell

the theories of

constructivisme

265

method basic

concept in

constructivisme

method.

E. Component of a Syllabus: Lesson Learning Outcomes


1. Students are

able to

understand the

course outline

and the class

regulations

2. Students are

able to

comprehend the

history of

language

teaching

3. Students are

able to elaborate

approaches and

methods in ELT

4. Students are

able to identify

principles of

language

learning and

teaching

5. Students are

able to identify

and analyze

appropriate

assessment in

ELT

6. Students are

able to elaborate

theories of

1. Students are intended to

comprehend the

concepts and

characteristics of

communicative

approach.


recognize the process

of eclectic approach

and comprehend its

strategies

3. Students tell and

recognize the stage of

using communicative

language teaching.

They are intended to

describe children

language competence

in language acquisition

by the concept of

communicative

language teaching.

4. Students describe the

definition of

community language

learning and process of

acquisition the factor in

language acquisition,

the stage of first

language acquisition,

the stage of second


to identify the

fundamental

reasons of those

kinds of methods.


to explain the

differences of the

three terms.


to make lesson

plan based on

teaching purposes

stated.


to comprehend

interactive

language teaching.


to perform

language teaching.


to manage class to

get the goal of

teaching.


to comprehend the

principles of

Structural

Approach.


1. Students are able to

comprehend the

objectives of the

course, assignments,

and build the

atmosphere of the

Teaching English as

Foreign Language

course.


identify, mention, and

distinguish approaches,

methods, and

techniques in the

context of English

language teaching.


analyze the

approaches, methods

and techniques of

English teaching and

learning on the 19th

and Early to Mid-20th

Century.


analyze the

approaches, methods

and techniques of


learning at The Mid-to-

Late-20th Century.


able to understand the

course.


able to understand:

Syntax, Morphology,

and LC.



Grammar Translation

Method,

Audiolingualism

Method, Natural

Approach,

Communicative

Approach, Content –

Based Instruction.



Learner Difference:

a. Cognitive:

Intelligence and

aptitude.

b. Affective:

Between anxiety

and motivation.

c. Learning Style:

Age, and Socio-

Cultural

Background

d. Characteristics of

1. Course student learning

outcomes refer to specific

measureable results (knowledge,

skills, attitudes), expected

following learning experience

(Wolf, Czekanski, & Dillon

,2013)

2. Sub-CPMK (Capaian

Pembelajaran Mata Kuliah)or

lesson learning outcomes also

refer to about measureable

knowledge that reflects skills,

competences, and knowledge

that must be achieved based on

CPMK (RISTEKDIKTI, 2016)

By referring to the

theories, the learning

outcomes stated in the

existing syllabi

basically follow the

principles of Wolf,

Czekanski, & Dillon

(2013), and

RISTEKDIKTI

(2016) although the

term used between the

existing syllabi and

the proposed theories

are different.

266

Second

Language

Acquisition

7. Students are

able to apply

teaching

listening to

junior high

school and

senior high

school students

8. Students are

able to elaborate

theories to teach

reading

9. Students are

able to apply

how to teach

reading to

junior high

school and

senior high

school students

10. Students are

able to apply

theories to teach

speaking

11. Students are

able to apply

how to teach

speaking to

junior high

school and

senior high

school students

12. Students are

able to elaborate

theories to teach

writing

13. Students apply

language acquisition in

community language

learning.


tell the situation of

language acquisition by

using direct method and

effectiveness of direct

method.

6. Students need to

understand and

describe silent way

learner how they

improve their target

language or foreign

language by reading

and practicing

conversation.


know and find out the

meaning of quantum

teaching and learning.

Its method, technique,

the students, and

evaluation


describe about audio as

a media for teaching

learning process. Its

technique in foreign

language teaching.


analyze the concept of

methodology in inquiry

system. telling again

the some aspect that

influence language

acquisition in inquiry

method.

10. Students need to

to comprehend

Communicative

Approach

principles.


to use

communicative

approach in their

teaching.

10. Students are

able to

comprehend the

theories of

teaching

listening.

11. Students are

able to teach

listening.

12. Students are

able to

comprehend the

theories of

teaching

listening.

13. Students are

able to teach

speaking.

14. Students are

able to

comprehend the

theories of

teaching

reading.

15. Students are

able to teach

reading.

16. Students are

able to

comprehend the

theories of


analyze

Communicative

Approach in the

context of English

language teaching.


evaluate the

approaches, methods

and techniques of


learning at the 21th

Century.


design and provide

examples of English

learning and teaching

with Scientific

Methods.


design and provide

examples of teaching

and learning English

with integrated skills in

the classroom.

good learners.



teacher’s multiple

roles and

characteristics of a

good teacher.



principles of teaching

small class, large

class, and grouping

students


practice teaching

small class, large

class, and grouping

students.


understand and

practice the grammar

teaching inductively

and deductively.


practice the grammar

teaching inductively

and deductively.


understand methods

for teaching

listening and

reading.


practice methods for

teaching listening

and reading.


understand methods

for teaching

speaking and

267

how to teach

writing to junior

high school and

senior high

school students

recognize concept of

constructivism

methodology.

11. Students need to

describe the

characteristics of

suggestopedia and

background of

language acquisition in

suggestopedia


tell the theories

supported, they are able

to describe concept and

strategies in

constructivisme

method.

teaching writing.

17. Students are

able to teach

writing.

18. Students are

able to assess

four language

skill (listening,

speaking,

reading, and

writing).

19.Students are able to

decide the aim of

teaching, to select

the material, to do

teaching, and to

assess the skills.

writing.


practice methods for

teaching speaking

and writing.


understand the

theories of

assessment, testing

and evaluating.

F. Component of a Syllabus: Course Materials


1. Course outline and

class regulations.

2. History of language

teaching.

3. Approaches and

methods in ELT.

4. Principles of

language learning and

teaching.

5. Assessment in ELT.

6. Second Language

Acquisition theories.

7. Teaching listening

demonstration.

8. Theories of teaching

reading.

1. Introducing the

concept of

communicative

approach.

a. Concepts or

definition

communicative

approach.

b. How

communicative

approach can be

effective?

c. The way how to

teach by using

communicative

approach.

1. Historical views of

language teaching

methods.

2. Approach, methods,

and technique

Grammar Translation

Method, Direct

method, Audio

Lingual Method, etc.

3. Making a lesson

4. Interactive language

teaching

5. Classroom

management

6. Structural approach

7. Communicative

1. Approach, Method,

and Technique in

English language

Teaching.

2. Grammar Translation

Method, Direct

Method, and Classicist.

3. Audiolingual,

Audiovisual, Silent

Way, Total Physical

Response,

Behaviorism,

Cognitive Code.

4. Communicative

Language Teaching,

Content Based

1. Describing English

Linguistics.

2. Approaches and

Methods.

3. Describing Learners

4. Understanding

teachers

5. Classroom Setting

6. Teaching grammar

7. Teaching

vocabulary

8. Teaching receptive

skills

9. Teaching

productive skills

10. Assessing and

1. Materials of a syllabus

contain the main topic or

sub-main topic that will

be taught in a course

(Altman & Cashin,

1992).

2. The material part

discusses topics that will

be taught, primary,

supplemental readings

for the course

(Davis,2004)

3. Course materials inform

the topics of a course

that will be discussed

and taught (Wolf,

The syllabus form

University B states

topics and

subtopics that will

be discussed in the

course.

Although the

existing syllabus

uses term “topics or

sub-topics”, not

learning materials,

the elaboration of

the term refers to

the elaboration

proposed by

268

9. Teaching reading

demonstration.

10. Theories of

teaching speaking.

11. Teaching speaking

demonstration.

12. Theories of

teaching writing.

13. Teaching writing

demonstration

d. When ideally

communicative start

to be applied?

2. The concept of eclectic

approach

a. Why eclectic

approach can be

used?

b. The process of

eclectic approach

for the learners of

L1 into L2

c. The strategies of

eclectic approach

for language

acquisition in L1

and TL

3. Stage of Language

communicative

language teaching.

a. definition and basic

concept of

communicative

approach.

b. Perception and

production

c. Rate of

effectiveness using

communicative

approach.

4. The development of

language acquisition

in community

language learning.

a. Definition of

approach

8. Teaching four skills

9. Assessing language

skills.

Learning, Task Based

Learning,

Constructivism.

5. Multilingual approach,

Didactic of

Plurilingualism, and

Third Language

Acquisition.

6. Scientific Approach,

Student Centre

Learning SCL

(Discovery Learning,

Inquiry Learning,

Problem Based

Learning, Project

Based Learning)

7. Integrated Skills

testing Czekanski, & Dillon

,2013)

4. Course materials contain

the materials that will be

taught by a course

instructor in relation

with the course learning

outcomes and lesson

learning outcomes that

must be achieved

(RISTEKDIKTI,2016)

experts.

269

language

acquisition

b. The process of

language

acquisition

c. Stage of language

acquisition

d. The influence in

language

acquisition

e. Correlation between

L1and L2 language

acquisition and

community

language learning.

5. Situation and the

development in direct

method.

a. The process in

direct method.

b. Language

acquisition by using

direct method.

6. Concept of silent way

and the effectiveness

using it.

a. The process using

silent way

b. The effectiveness

of using silent way

7. Quantum teaching

and learning (between

technique and

method)

a. How the teachers

270

teach by using

quantum teaching

and learning.

b. Students learning

activities in

quantum teaching

and learning.

8. Technique in teaching

by using audio

language

methodology.

a. Reseach about

audio language

methdodology.

b. Analysis of

effectiveness by

using audio.

9. Inquiry method in


The foreign language

learner are learning and

acquire the foreign

language by using

inquiry method.

10. Conctructivism

methodology as a

way to know the

phenomenn in

language teaching

and learning.

a. Definition of

constructivism

methodology.

b. The way how to

271

analyze the

language by using

constructivism

methodology.

11. Sugggestopedia as a

concept in teaching

learning activities.

a. Definition of

suggestopedia.

b. Factor influence

in suggestopedia

toward language

acquisition.

12. Constructivisme

method.

a. Definition of

constructivisme

b. The effective way

in using

constructivisme

method.

G. Component of a Syllabus: Learning Activities


1. Studens are given course

outline, then Identify learning

topics assignment, assessment

system, and references.

2. Students explain the history

concept, characteristics of

language teaching.

3. Students describe approaches

and methods in ELT.

Learning

activities are not

stated in the

syllabus.

Learning

activities are not

stated in the

syllabus

Learning

activities are not

stated in the

syllabus

1. Overview of the course

2. Discuss about syntax and morphology.

3. Discuss about the Grammar

Translation Method,

Audiolingualism Method, Natural

Approach, Communicative

Approach, Content – Based

Instruction.

4. Discuss about the Learner

Learning activities

inform activities that

must be performed by

students in the course in

order to achieve expected

competences

(RISTEKDIKTI,2016).

Generally, the

learning activities

stated in the

syllabuses from

University A and E

refers to the

descriptions proposed

by RISTEKDIKTI.

272

4. Classify and exemplify

Principles of language learning

and teaching.

5. Students explain and

distinguish ELT assessment d

in ELT.

6. Students explain theories of

Second Language Acquisition.

7. Students to demonstrate certain

grade ( junior/senior high

school).

8. Students explain some theories

related to teaching listening,

speaking, reading, and writing.

9. Students demonstrate how to

teach listening, speaking,

reading, and writing for

junior/senior high school.

Difference.

5. Discuss about the Teacher’s

multiple roles Characteristics of a

good teacher

6. Discuss about: Teaching

a. Small Class, Large Class,

b. Grouping Students

7. Discuss about

Inductive and Deductive Way

8. Discuss about: Individual

Vocabulary, Contextualized

Vocabulary

9. Discuss about method of teaching

listening and reading

10. Discuss about method of teaching

speaking and writing.

11. Discuss about: Understanding

Assessment, Testing and

Evaluating, and Scoring System.

H. Component of a Syllabus: Teaching Media


1. Class

2. Computer

3. LCD

4. Whiteboard

1. Module

2. LCD

3. Whiteboard

4. Laptop

- 1. E-Learning

2. Books

- Teaching media such as whiteboard,

computer, LCD, speakers, textbooks,

etc. are stated as one of the components

of the syllabus (Davis, 2004; Wolf,

Czekanski, & Dillon ,2013)

The descriptions of

teaching media stated in

the syllabi generally refer

to the descriptions stated

by the expert.

I. Component of a Syllabus: Teaching Methods

University A University B University C University D Univ.E Theory Remarks

1. Presentation

2. Discussion

1. Contextual Teaching and

Learning (Jigsaw

1. Cooperative

learning

1. Ceramah

2. Diskusi

- Methods of instruction inform

methods applied by instructors for

The teaching methods

provided in the existing

273

3. Lecturing Technique, Mind

mapping Technique,

Snowballing Technique,

and Silent Reading)

2. Small Group Discussion

2. Modelling

3. Discussion

4. Inquiry

3. Presentasi teaching such as lectures, discussions,

group works, etc. (Davis, 2004)

Teaching methods can be: group

discussions, simulations, case studies,

collaborative learning, cooperative

learning, project-based learning,

problem-based learning, or other

learning methods that can effectively

facilitate the fulfillment of the course

(RISTEKDIKTI, 2016)

syllabi refer to the

explanation proposed by

experts.

J. Component of a Syllabus: Assessments


The assessments of

syllabus consist of:

Indicators for

scoring

The procedure

of assessment

(performance

assessment)

The form of

assessment

(Presentation)

The scoring

rubric of

presentation

Assessment

scheme and

criteria

1. Oral test

2. Written test

1. Presentation

2. Class

participation

3. Quiz

4. UAS

5. UTS

1. Indicators of scoring

2. The assessment of

skills, knowledge, and

attitude.

3. Midterm and Final

Test

1. Individual

assessment

2. Group

assessment

3. Midterm test

4. Final Test

Grading informs details about how the

students will be evaluated, what

factors will be included, how they will

be weighted, and how they will be

translated into grades (Altman &

Cashin, 1992).

Davis (2004) mentions assessment as

the requirements that cover type of

the exams and type of knowledge will

be tested.

Grading method is clear, explicit

explanation of evaluation, graded

items and activities, grading rubrics,

evaluation of course performance

(Wolf, Czekanski, & Dillon ,2013)

Assessments of a syllabus inform

types of assessment performed by a

course instructor in measuring

students’ competence to achieve

learning outcomes and indicators that

1. University A is the only

university that provides

the scoring rubric for

the assessment.

2. University B

specifically mentions

types of the assessment

used: spoken and

written test.

3. Each university

provides various details

regarding the

assessment.

4. Although some experts

consider the term

“assessment” used in

the existing syllabi as

grading and grading

method, the main

elaboration shares the

274

describe the competencies that are

assessed (RISTEKDIKTI,2016

same details.

K. Component of a Syllabus: Meeting


Meeting informs the

number of weeks

needed to complete

the course.

Meeting informs

the number of

weeks needed to

complete the

course.

Meeting informs

the number of

weeks needed to

complete the

course.

Meeting informs the

number of weeks

needed to complete

the course.

Meeting informs

the number of

weeks needed to

complete the

course.

Altman & Cashin (1992) include

the term “week” in course

calendar/schedule

Meeting refers to the number of

weeks that is needed to complete

the course (RISTEKDIKTI, 2016).

Generally, the term

“meeting” refers to the

proposed theories.

L. Component of a Syllabus: References


The syllabus

mentions the titles

of the books as the

references:

1. Teaching

English as a

Foreign

language for

Dummies by

Michelle

Maxom

2. How to Teach

English

Language

Learners by

Diane Hahger,

Janette.K.K &

Terese . C.C

3. How to Teach

English by

The syllabus mentions

the module and the

title of the textbook

as the references:

1. Teaching English

as a Foreign

Language by

Syafrizal

2. Principles of

Language

Learning and

Teaching by H.

Douglas Brown


the titles of the

textbooks as the

references:

1. Teaching by

Principles by H.

Douglas Brown.

2. TEFL by Geoffrey

Broughton


main reading,

supplementary

readings, and journal

as the references:

a. Main readings:

1. Approaches

and Methods

in Language

Teaching by

J.C. Richards

and T.S.

Rodgers.

2. How to

Teach

English by

Jeremy

Harmer.

3. The Practice

The syllabus

mentions titles of

textbooks as the

references:

1. The Practice of

English

Language

Teaching by

Jeremy Harmer.

2. Teaching

English as a

Second

Language by

Celce Mauricia

and Marianne

Edler.

3. Second

Language

Teaching and

Learning by

References are textbooks, reading,

and supplementary readings used in

a course (Altman & Cashin, 1992).

References cover primary books or

reading for the courses, supplemental

books or reading, websites, and links

(Davis,2004).

References mention textbooks, and

suggested readings (Wolf, Czekanski,

& Dillon ,2013).

References provide books and other

resources employed in a course

(RISTEKDIKTI, 2016).

The syllabus from

University D provides

the complete details of

the references used in

the course.

Generally, all of the


concepts proposed by

the experts in providing

the references of the

course, but the existing

syllabi from University

A, B, C, and E only

mention the textbooks

used in the course. The

don’t mention the main

readings,

supplementary

readings, and other

275

Jeremy Harmer of English

Language

Teaching by

Jeremy

Harmer.

4. Teaching by

Principles H.

Douglas

Brown.

b. Supplementary

readings

1. Teaching

English as a

Foreign or

Second

Language by

J.G. Gebhard.

2. How to Teach

Listening by

J.J. Wilson

3. How to Teach

Writing by

Jeremy

Harmer

c. Journals

1. Implementasi

Kurikulum

2013 by M.

Fadillah.

2. Pendekatan

Saintififik

dan

Pembelajaran

Abad 21 by

M. Hosnan

David Nunan.

resources.

276

M. Component of a Syllabus: Time Allocation


The syllabus

mentions that each

meeting needs 150

minutes.

- - The syllabus mentions

that each meeting needs

150 minutes.

The syllabus

mentions that each

meeting needs 100

minutes.

Time allocation elaborates the

duration needed to complete each

meeting (Ristekdikti, 2016)

The contents refer to the

descriptions proposed by

RISTEKDIKTI.

N. Component of a Syllabus: Standard Competence and Base Competence

Univ.A University B Univ. C Univ. D Univ. E Theory Remarks

- Standard Competence:

Mahasiswa memahami konsep-konsep mengenai pembelajaran bahasa

Inggris sebagai bahasa asing dan memperoleh alternatif pendekatan, metode,

dan teknik yang tepat untuk diaplikasikan di kelas-kelas bahasa berdasar

pada pertimbangan dan alasan yang rasional.

Base Competence:

Kompetensi pembahasan prinsip –prinsip dasar belajar mengajar, dasar-dasar

metod pengajaran, serta tinjauan terhadap kekurangan maupun kelebihan

setiap metode yang pernah digunakan.

- - - No theories directly indicate the

terms of standard and base

competence.

Only University B that

provides standard and base

competences in the syllabus.

It implies that the university

has specific components in

designing a syllabus.

O. Component of a Syllabus: Assignment


- The assignments of

the syllabus mention

paper based

assignment and final

assignment.

- - - Davis (2004) mentions that

assignment is mentioned in the

requirement part of the assessment.

The University B refers this

component proposed by

Davis.

Course B: Curriculum and Material Development


277

University A University B University C University F Theory Remarks

The course information

of English Language

Teaching Method

course from University

A consists of:

Subject

Prerequisite

Time

Allocation

Subject Code

Credit

Lecturer Code

The course information

of English Language

Teaching Method

course from University

B consists of:

Nama Mata Kuliah

Kode Mata Kuliah

Jumlah SKS

Semester

Kelompok Mata

Kuliah

Nama Dosen

The course information of

English Language

Teaching Method course

from University C

consists of:

Name of the Course

Code of the Course

Credit

Semester

The course information of

English Language Teaching

Method course from

University D consists of:

Program Studi /

Fakultas

Nama Mata Kuliah

Bobot SKS

Course information provides course title, course

number, credit hours, prerequisites, he location of

classroom, and the days and hours

class/lab/studio/etc. meets (Altman & Cashin,

1992).

Course information provides the information

such as name of university, semester, year,

course title, and the descriptions of how to

contact a course instructor (Davis, 2004).

Course information informs course title, number

section, term, semester, year, dates, pre-

requisites: required courses and skills, co-

requisites, class, days, times, class location)


All of the course

information provided in

the existing syllabi from

five universities refers to

the theories.



No course

description in the

syllabus.

Mata kuliah ini berfungsi

membekali mahasiswa

calon pendidik dan tenaga

kependidikan dengan

pemahaman dan wawasan

tentang konsep dan

berbagai hal yang yang

terkait dengan Kurikulum

dan Pembelajaran.

Kurikulum dan

Pembelajaran merupakan

bagian integral dari

sistem Pendidikan. Setiap

pendidik dan tenaga

This course is designed to

help students grasp the

notion of curriculum

including the basis for

curriculum and syllabus

designing. Particularly, it

focuses on current

curriculum: school based

comptency (2006), agreeing

with commnicative

approach. Besides, it helps

students to develop the

material suitable with the

competences decided. The

This course aims to provide at

developing students’ (a)

understanding of EFL materials

development, (b) needs and

situation analysis, (c) different

syllabus designs, (d) principles

of materials selection,

evaluation, adaptation, and

development. (e) skills in

developing EFL materials for

Indonesian schools, and (f)

positive attitudes towards EFL

materials development.

This course covers the



Cashin, 1992).

A course description mainly describes


learning objectives, methods of the instruction

(Davis, 2004)

Course description informs a student about the

rationale of the course subject, a brief





Although the course

descriptions from the

different universities do not

provide the learning

objectives and methods of

instruction as suggested by

Davis (2004). They still

refer to the theories

proposed by Altman &

Cashin (1992), and

RISTEKDIKTI (2016).

278

kependidikan profesional

harus memiliki

kompetensi yang

meliputi kompetensi

pedagogik, kepribadian,

sosial dan profesional.

Penguasaan kompetensi

pedagogik pada dasarnya

tidak dapat dilepaskan

dari pemahaman tentang

Kurikulum dan

Pembelajaran. Setiap

pendidik dan tenaga

kependidikan selain

menguasai kemampuan

teknis yang relevan

dengan tugasnya, harus

memiliki pemahaman

konseptual mengenai

kurikulum dan

pembelajaran termasuk

kemampuan

mengembangkan

kurikulum sekolah.

course also provides with

the teaching principles,

kinds of text, and effective

teaching.

following topics: basic

concepts, principles, and

procedures of materials

development. Students are also

involved in developing

materials by applying all the

concepts, principles, and

procedures. Evaluation is

concerned with both theory and

practices in developing learning

material, through assignments,

the mid-semester test, and the

final test. Eventually,this course

aims to equip students with the

ability to critically analyze,

design, evaluate and

develop a language teaching

material.

C. Component of a Syllabus: Program Learning Outcomes

Univ.A Univ.B Univ.C University F Theory Remarks

Sikap :

1) Bertakwa kepada Tuhan Yang Maha Esa dan mampu menunjukkan sikap religius

2)Menjunjung tinggi nilai kemanusiaan dalam menjalankan tugas berdasarkan

agama,moral,dan etika;

3)Berkontribusi dalam peningkatan mutu kehidupan bermasyarakat, berbangsa,bernegara,

dan kemajuan peradaban berdasarkan Pancasila;

Program learning outcomes are

the learning outcomes proposed

by a study program. The

program learning outcomes

mainly inform the knowledge,


outcomes provided in

the syllabus of Univ. D

refers to the elaboration

279

4) Berperan sebagai warga negara yang bangga dan cinta tanah air, memiliki nasionalisme

serta rasa tanggungjawab pada negara dan bangsa;

5) Menghargai keanekaragaman budaya, pandangan, agama, dan kepercayaan,

serta pendapat atau temuan orisinal orang lain;

6) Bekerja sama dan memiliki kepekaan sosial serta kepedulian terhadap masyarakat

danlingkungan;

7) Taat hukum dan disiplin dalam kehidupan bermasyarakat dan bernegara;

8) Menginternalisasi nilai, norma, dan etika akademik;

9)Menunjukkan sikap bertanggungjawab atas pekerjaan di bidang keahliannya secara

mandiri; dan

10) Menginternalisasi semangat kemandirian, kejuangan, dan kewirausahaan.

Ketrampilan Umum :

1. Mampu memanfaatkan teknologi informasi dan komunikasi untuk pengembangan

keilmuan dan kemampuan kerja;

2. Mampu menerapkan pemikiran logis, kritis, sistematis, dan inovatif dalam kontek

pengembangan atau implementasi ilmu pengetahuan dan teknologi yang memperhatikan

dan menerapkan nilai humaniora yang sesuai dengan bidang keahliannya

Ketrampilan Khusus:

1. Mampu melakukan tindakan reflektif dan pemanfaatan teknologi informasi dan

komunikasi untuk peningkatan kualitas pembelajaran bahasa Inggris.

Penguasaan Pengetahuan:

1. Menguasai konsep teoritis dan teknik pengembangan pembelajaran, penyajian (metode

dan prosedur), pengelolaan dan evaluasi Bahasa Inggris yang diperlukan untuk

melaksanakan pembelajaran secara integrative.

2. Menguasai konsep teoritis tentang pedagogi

affective, and skill domain that

the study program expects to be

achieved by students

(RISTEKDIKTI,2016)

of RISTEKDIKTI



After completing

this course, students

are expected to be

able to:

1. Understand

basic concepts

about the use

learning

materials in

teaching

Kompetensi yang

diharapkan setelah

mahasiswa mengikuti

kegiatan perkuliahan

mata kuliah ini adalah

mahasiswa memiliki

pengetahuan dan

pemahaman mengenai

hakekat kurikulum dan

pembelajaran dengan

The objectives of the course

are that the students:

1. Understand the current

curriculum

2. Have experience of

making lesson plan

3. Develop the material

4. Use the best teaching

principles for language

teaching purposes

1. Mampu menganalisis

berbagai macam materi

pembelajaran yang sesuai

dengan tujuan yang akan

dicapai

2. Dapat menggunakan

berbagai macam materi

pembelajaran yang sesuai

dengan tujuan yang akan

dicapai.











The form of learning

objectives stated in four

universities is different

although the contents of the

learning objectives refer to

the theories provided by the

experts.

280

learning

process.

2. Apply

knowledge,

principles,

practical skills

for developing

and evaluating

learning

materials being

used in teaching

learning

process.

3. Evaluate and

develop ELT

materials.

4. Design ELT

materials.

berbagai unsur dan

pendekatan serta

implikasinya terhadap

proses pembelajaran,

sebagai landasan dalam

melaksanakan tugas bagi

pendidik dan tenaga

kependidikan.

3. Mendesain berbagai

macam materi

pembelajaran untuk

menyelesaikan

permasalahan dalam

pembelajaran bahasa

Inggris

4. Terampil dalam

menggunakan berbagai

macam materi

pembelajaran bahasa

Inggris

CPMK or learning objectives inform

students about measureable knowledge that


that must be achieved (RISTEKDIKTI,

2016).

D. Component of a Syllabus: Lesson Learning Outcomes

Univ. A Univ. B Univ. C Univ. F Theory Remarks

1. Students are

able to elaborate

the course

outline and the

class

regulations.

2. Students are

able to

overview of

learning

materials.

3. Students are

able to identify

and analyze

authentic

materials in

ELT.

Tujuan yang

diharapkan setelah

mahasiswa mengikuti

setiap tahapan

perkuliahan pada mata

kuliah ini adalah

Mahasiswa memiliki

pengetahuan dan

penguasaan Mata

Kuliah Kurikulum dan

Pembelajaran baik

secara teoritis maupun

praktis. Antara lain

meliputi:

kedudukan, Konsep,

fungsi dan peranan

1. Students can identify the

fundamental reasons of

those kinds of methods.

2. The students can explain

the differences of the three

terms.

3. Students understand about

Kurikulum 2013.

4. Students recognize and

understand the kinds of

syllabus.

5. Students are able to arrange

the syllabus.

6. Students are able to make

lesson plan.


recognize or select the

1. Defining, identifying, and

explaining the concepts and

relationships of curriculum,

syllabus, and materials.

2. Identifying and

analyzing roles of

materials in the

learning materials.

3. Arranging and

relating the stages

including the

design,

development,

evaluation, and revision.

4. Categorizing, analyzing,

needs and learners and

setting the objectives.

1. Course student learning outcomes refer to

specific measureable results (knowledge,

skills, attitudes), expected following

learning experience (Wolf, Czekanski, &

Dillon ,2013)

2. Sub-CPMK (Capaian Pembelajaran Mata

Kuliah)or lesson learning outcomes also

refer to about measureable knowledge that


that must be achieved based on CPL

(RISTEKDIKTI, 2016)

By referring to the theories,

the learning outcomes

stated in the existing syllabi

basically follow the

principles of Wolf,

Czekanski, & Dillon

(2013), and RISTEKDIKTI

(2016) although the term

used between the existing

syllabi and the proposed

theories are different.

281

4. Students are

able to evaluate

fabricated

materials in

ELT.

5. Students are

able to classify

taxonomy and

its relevance to

learning

materials

design.

6. Students are

able to

overview the

concept and use

of textbooks.

7. Students are

able to evaluate

textbook

evaluation.

8. Students are

able to evaluate

the use of

textbooks into

learning

process.

9. Students are

able to evaluate

result of various

researches

about textbook

evaluation

10. Students are

able to create

learning

materials for

listening.

11. Students are

able to produce

kurikulum; landasan-

landasan

pengembangan

kurikulum; prinsip-

prinsip dan produk

pengembangan

kurikulum;

komponen-komponen

kurikulum dan

pengembangannya;

sejarah perkembangan

dan profil kurikulum

di indonesia;

pengembangan

kurikulum masa

depan; model,

pendekatan, dan

proses pengembangan

kurikulum; evaluasi

dan perubahan

kurikulum; hakekat

belajar dan

pembelajaran; prinsip-

prinsip belajar dan

pembelajaran; model

dan pendekatan

pembelajaran;

komponen-komponen

pembelajaran; dan

inovasi dalam

pelaksanaan

pembelajaran.

instructional material using

the relevant sources such

as: internet, articles, books

newspapers, and

magazines.

8. Students understand about

genre and types of text.

9. Students are able to make

assessment.

5. Outlining, arranging the

content outline and

development and delivery

methods.

6. Defining and reviewing the

objectives, evaluating

strategies, and collecting and

analyzing data.

7. Identifying, and applying the

developing and

implementing revision plan.

8. Planning, designing, and

constructing students’

worksheets.

282

learning

materials for

reading.

12. Students are

able to produce

learning

materials for

speaking.

13. Students are

able to produce

learning

materials for

writing.

14. Students are

able to evaluate

the learning

materials being

produced by

other students

E. Component of a Syllabus: Topics and Subtopics or Learning Materials

Univ. A Univ. B University C University F Theory Remarks

1. Overview of learning

materials in ELT.

2. Authentic materials

in ELT.

3. Evaluation and

development of

fabricated materials

in ELT.

4. Learning taxonomy.

5. Overview of

textbook.

6. Textbook evaluation.

7. Adapting and

adopting textbook

into learning process.

8. Textbook evaluation

1. Pengertian dan

Konsep Kurikulum.

Kedudukan

kurikulum dalam

proses

pendidikan, dan

keterkaitan antara

kurikulum dan

pembelajaran.

Konsep-konsep

kurikulum

menurut beberapa

ahli kurikulum

dan dimensi

pengertian

kurikulum.

1. Historical views of

Language Curriculum

and Development.

2. Component of

curriculum.

3. Kurikulum 2013.

4. Kinds of syllabus.

5. Workshop of making a

syllabus.

6. Workshop making

lesson plan.

7. Workshop of material

development.

8. Workshop of making

assessment.

1. Description of the

course, the competence

students should

acquire, the

teaching and

learning process,

and assignments.

2. Roles of materials in the

learning process.

3. Explanation of the stages

including the design,

development, evaluation,

and revision.

4. Analyzing needs and

learners and setting

the objectives.

1. Materials of a syllabus contain the main

topic or sub-main topic that will be taught

in a course (Altman & Cashin, 1992).

2. The material part discusses topics that will

be taught, primary, supplemental readings

for the course (Davis,2004)

3. Course materials inform the topics of a

course that will be discussed and taught


4. Learning materials contain the materials that

will be taught by a course instructor in

relation with the learning objectives that

must be achieved (RISTEKDIKTI,2016)

The syllabus from

University B states topics

and subtopics that will be

discussed in the course.

Although the existing

syllabus uses term “topics

or sub-topics”, not

learning materials, the

elaboration of the term

“topics and subtopics”

refers to the elaboration

proposed by Altman &

Cashin (1992), Davis

(2004), Wolf, Czekanski,

& Dillon (2013), and

RISTEKDIKTI (2016)

283

case studies.

9. Learning materials

for listening,

speaking, reading,

and writing.

10. Learning materials

evaluation.

Fungsi kurikulum

sebagai

pedoman/acuan

bagi semua pihak

yang terlibat

dalam

penyelenggaraan

pendidikan

Peranan

kurikulum,

mencakup

peranan

konservatif,

peranan kreatif,

dan peranan

kritis/evaluatif.

2. Landasan-landasan

Pengembangan

Kurikulum.

Membahas pokok-

pokok materi minimal

tentang empat aspek

pokok yang

mendasari

pengembangan

kurikulum, yaitu:

Landasan

Filosofis,Landasan

Psikologis, Landasan

Sosiologis dan

Antropologis,

Landasan IPTEK.

3. Komponen-

komponen kurikulum

dan

5. Content outline and

development and

delivery methods.

6. Reviewing objectives,

evaluating strategies, and

collecting and analyzing

data.

7. Developing and

implementing revision

plan.

8. Designing students’ own

materials.

284

pengembangannya.

komponen-komponen

utama yang harus ada

dalam pengembangan

kurikulum, yaitu :

Tujuan (aims,

goals, objectives)

Isi/bahan (learning

experiences)

Strategi dan

pendekatan

(methods) Evaluasi

(evaluation)

4. Prinsip-prinsip

Pengembangan

Kurikulum

Prinsip-prinsip

umum dalam

pengembangan

kurikulum (goal

oriented,

relevansi,

fleksibilitas,

kontinuitas,

efektifitas,

efisiensi, dll.).

Prinsip-prinsip

khusus berkaitan

dengan prinsip

pengembangan

dan prinsip

pelaksanaan

kurikulum tingkat

satuan

285

pendidikan.

5. Pendekatan, Model,

dan Prosedur

Pengembangan

Kurikulum.

6. Evaluasi Kurikulum

7. Perkembangan

Kurikulum di

Indonesia

8. Pembaharuan

kurikulum

9. Konsep Dasar

Pembelajaran

10. Komponen-

komponen

pembelajaran.

11. Prinsip-prinsip

belajar dan

pembelajaran

12. Pendekatan dan

Model

Pembelajaran

13. Inovasi

Pembelajaran

F. Component of a Syllabus: Learning Activities


1. Students are given course outline,

then identify learning topics

assignment, assessment system,

and references.

2. Students explain the concept of

learning material in ELT.

3. Students elaborate and examine the

characteristics and components of

Learning

activities are

not stated in

the syllabus.

Learning

activities are not

stated in the

syllabus

1. Brainstorming, Students discuss and work in

pair on the topic, students provide the

examples of how different kind materials

might be utilized in learning process, students

analyze some materials on English teaching.

2. Brainstorming, students discuss and work in

pair on the topic, students provide ideas of

stages of developing different materials

Learning activities inform

activities that must be

performed by students in the

course in order to achieve

expected competences

(RISTEKDIKTI,2016).

Generally, the learning

activities stated in the

syllabuses from University

A and F refers to the


RISTEKDIKTI.

286

authentic materials in ELT.

4. Students analyze and develop

fabricated ELT materials being

used.

5. Students identify and exemplify

taxonomy and its relevance to

learning design.

6. Students explain and exemplify the

concept and use of textbooks.

7. Students evaluate and develop

learning materials being used.

8. Students judge the use of

textbooks into learning process.

9. Students evaluate results of various

researches about textbook

evaluation.

10. Students design ELT materials for

listening, speaking, reading, and

writing.

11. Students are able to evaluate the

learning materials being produced

by other students.

utilized in learning process, students analyze

some stages or steps on developing material on

English teaching.


pair on the topic, Students share ideas of stages

of analyzing different materials utilized in

learning process, students analyze students’

needs and learning objectives in relation with

developing material on English teaching.


pair on the topic, students share ideas of the

content.

5. Students share and discuss the developed

worksheet based on the expected learning

objectives.

6. Students work in pair or group on developing

material.

G. Component of a Syllabus: Teaching Media


1. Computer

2. LCD

3. Whiteboard

- - -

Teaching media such as whiteboard, computer, LCD, speakers, textbooks, etc. are stated as one of the components of the syllabus (David, 2004; Wolf, Czekanski, & Dillon ,2013)

The descriptions of teaching media

stated in the syllabi generally refer to

the descriptions stated by David, 2004;

Wolf, Czekanski, & Dillon (2013) .

H. Component of a Syllabus: Teaching Methods


1. Presentation

2. Discussion

3. Lecturing

1. Lecturing

2. Presentation

3. Discussion

1. Cooperative learning

2. Modelling

3. Discussion

4. Inquiry

1. Lecturing

2. Pair and group work

3. Discussion

Methods of instruction inform methods

applied by instructors for teaching such as

lectures, discussions, group works, etc

(Davis, 2004)

The teaching methods provided in the

existing syllabi refer to the explanation

proposed by Davis (2004) and

RISTEKDIKTI (2016).

287

Teaching methods can be: group

discussions, simulations, case studies,

collaborative learning, cooperative

learning, project-based learning, problem-

based learning, or other learning methods

that can effectively facilitate the fulfillment

of learning objectives (RISTEKDIKTI,

2016)

I. Component of a Syllabus: Assessments


The assessments of


Indicators for scoring

The procedure of

assessment

(performance

assessment)

The form of

assessment

(Presentation)

The scoring rubric of

presentation

Assessment scheme

and criteria

3. Oral test

4. Written test

5. Oral test

6. Written test

1. Indicators of the

assessment.

2. Types of assessment:

written assessments,

performance

assessments or

presentations and a

project for final test

Grading informs details about how the students

will be evaluated, what factors will be included,

how they will be weighted, and how they will be

translated into grades (Altman & Cashin, 1992).

Davis (2004) mentions assessment as the

requirements that cover type of the exams and

type of knowledge will be tested.

Grading method is clear, explicit explanation of

evaluation, graded items and activities, grading

rubrics, evaluation of course performance (Wolf,


Assessments of a syllabus inform types of

assessment performed by a course instructor in

measuring students’ competence to achieve

learning outcomes and indicators that describe the

competencies that are assessed

(RISTEKDIKTI,2016

5. University A is the only university

that provides the scoring rubric for

the assessment.

6. University A and F provide the

indicators of the assessment.

7. University B and C directly mention

the types of the assessment used:

spoken and written test.

8. Each university provides various

details regarding the assessment.

9. The details stated in each syllabus

about the assessment basically refer

to the concepts elaborated by Altman

and Cashin (1992), Davis (2004),

Wolf, Czekanski, & Dillon (2013),

and RISTEKDIKTI (2016)

10. Although Altman & Cashin (1992),

and Wolf et al consider the term

“assessment” used in the existing

syllabi as grading and grading

method, the main elaboration shares

the same details.

J. Component of a Syllabus: Meeting


Meeting informs the

number of weeks

needed to complete

the course.

Meeting informs the

number of weeks

needed to complete

the course.

Meeting informs the

number of weeks

needed to complete

the course.

Meeting informs the

number of weeks

needed to complete

the course.

Altman & Cashin (1992) include the term “week”

in course calendar/schedule

Meeting refers to the number of weeks that is

needed to complete the course (RISTEKDIKTI,

2016).

Generally, the term “meeting” refers to

the proposed theories.

288

K. Component of a Syllabus: References


1. Tomlinson. B.

(2008). English

Language Learning

Materials: Critical

Review. New York:

Continuum

International

Publishing Group.

2. Gray John. (2013).

Critical Perspectives

on Language

Teaching Materials.

London: Palgrave

Macmillan.

3. Garton Sue and

Kathleen Graves.

(2014). International

Perspectives on

Material in ELT.

London: Palgrave

Macmillan.

4. Nation, I.S.P. 2010.

Language

Curriculum Design.

UK: Taylor and

Francis

5. Nation, I.S.P. 2010.

Language

Curriculum Design.

UK: Taylor and

Francis.

1. Brady, Laury. (1999).

Curriculum Development. New

York: Prentice Hall.

2. Hamalik, Oemar. (2003).

Perencanaan Pengajaran

Berdasarkan Pendekatan

Sistem. Jakarta: Bumi Aksara.

3. Joyce, Bruce., Weil, Marsha,

(2000). Models of Teaching.

London: Allyn & Bacon.

4. Lewis, Saylor

Alexander.(1981). Curriculum

Planning For Better Teaching

and Learning. Japan: Holt.

Saunder.

5. Miller, John P & Seller Wayne,.

(1985). Curriculum; Perspective

and Practice. London:

Longman.

6. Print, Murray. (1993).

Curriculum Development and

Design. Australia: Allen and

Unwin.

7. Sukmadinata, Nana Syaodih.

(2001). Pengembangan

Kurikulum Teori dan Praktek.

Bandung: Rosdakarya

8. Surya, Mohammad. (2003).

Psikologi Pembelajaran dan

Pengajaran. Bandung: Yayasan

Bhakti Winaya.

9. Tim Pengembang MKDP.

(2013). Kurikulum dan

Pembelajaran. Depok: Rajawali

Press, PT RajaGrafindo

Persada.


the titles of the

textbooks as the

references:

5. Teaching by

Principles by H.

Douglas Brown.

6. TEFL by Geoffrey

Broughton

Main References: 1. Azarnoosh, A.,

Zeraatpishe, M., Faravani,

A., Kargozari, H.R (eds.)

(2014). Issues in Materials

Development: Critical New

Literacies: The Praxis of

English Language

Teaching and Learning

(PELT). Roterdam: Sense

Publishers

2. Garton, S and Graves, K.

(2014). International

Perspectives on Materials

in ELT. New York:

Palgrave

3. Macmillan McDonough,

J..,Shaw, C. and

Masumura, H. (2013).

Materials and methods in

ELT. Oxford: Blackwell.

4. Tomlinson, B. (ed.) (2011).

Materials Development in

Language Teaching.

Cambridge: Cambridge

University Press.

Tomlinson, B. (ed.) (2013).

Applied linguistics and

materials development.

London and New York:

Bloomsbury.

Further Reading 1. Ellis, R. (2003). Task-

based language learning

and teaching. Oxford:

References are textbooks,

reading, and supplementary

readings used in a course (Altman

& Cashin, 1992).

References cover primary books or

reading for the courses,

supplemental books or reading,

websites, and links (Davis,2004).

References mention textbooks, and

suggested readings ((Wolf,

Czekanski, & Dillon ,2013).

References provide books and

other resources employed in a

course (RISTEKDIKTI, 2016).

The syllabus from

University F provides

titles of books as the

main references and

further reading.



concepts proposed by the

experts in providing the

references of the course,

but the existing syllabi

from University A, B,

and C only mention the

textbooks used in the

course. They don’t

mention the main

readings, supplementary

readings, and other

resources.

289

10. Zais, Robert.S. (1976).

Curriculum Principles and

Foundations. New York:

Harper & Row. Publishers, Inc.

11. Undang-Undang Nomor 20

Tahun 2003 tentang Sistem

Pendidikan Nasional

12. Undang-Undang RI Nomor 14

Tahun 2005 tentang Guru dan

Dosen

13. Peraturan Pemerintah RI

Nomor 25 Tahun 2005 tentang

Standar nasional Pendidikan

14. Undang-Undang Guru dan

Dosen

Oxford University Press.

2. Leaver, B. and Willis, J.

(eds.) (2004). Task-based

instruction in a foreign

language: Practices and

programs. Washington,

D.C.: Georgetown

University Press.

3. Nunan, D. (2004). Task-

based language teaching.


University Press.


Materials development in

language teaching.


University Press.


Developing materials for

language teaching.

London: Continuum.

6. Van den Branden, K. (ed.).

(2006). Task-based

language education: From

theory to practice.


University Press.

L. Component of a Syllabus: Time Allocation




150 minutes.



150 minutes.

- The syllabus mentions that

each meeting needs 100

minutes.

Time allocation elaborates the

duration needed to complete each

meeting (Ristekdikti, 2016)

The contents refer to the descriptions

proposed by RISTEKDIKTI.

Course 3: Digital Literacy in English Language Education


University A University F University G Theory Remarks

The course information of The course information of The course information of Course information provides course title, course All of the course information

290

Digital Literacy in ELE

course from University A

consists of:

Subject

Prerequisite

Time

Allocation

Subject Code

Credit

Lecturer Code

Digital Literacy in ELE course

from University F consists of:

Program Studi / Fakultas

Nama Mata Kuliah

Bobot SKS

Digital Literacy in ELE

course from University G

consists of:

Nama Mata Kuliah

Kode Mata Kuliah

Bobot

Semester

Tanggal Penyusunan

Dosen Pengampu

number, credit hours, prerequisites, the location of



1992).

Course information provides the information such

as name of university, semester, year, course title,

and the descriptions of how to contact a course



section, term, semester, year, dates, pre-requisites:

required courses and skills, co-requisites, class,

days, times, class location) (Wolf, Czekanski, &

Dillon ,2013)

provided in the existing syllabi from

five universities refers to the theories.


Univ.A University F University G Theory Remarks

No course

description

in the

syllabus.

The course is designed to present various

concepts of teaching media. The concepts are

aimed at equipping learning and teaching

process. This course covers the basic

concepts of teaching media and its practice to

help learning and teaching routines. Students

will later be exposed to various kinds of

teaching media; from simple to high-tech

ones, such as electronic multimedia. At the

end, they are expected to be able todevelop

their own teaching media and use it in

classroom learning processes.

Mata kuliah ini mengkaji tentang

media pembelajaran dan inovasi

pembelajaran berbasis ICT, yang

mencakup dasar-dasar

pengembangan media, mulai dari

konsep media pembelajaran,

pengaruh perkembangan

teknologi informasi dan

komunikasi terhadap media

pembelajaran serta inovasi

pembelajaran berbasis ICT hingga

pengembangan dan produksi

pembelajaran berbasis ICT.

Course description is a paragraph describing the

general content of the course (Altman & Cashin,

1992).

Course description mainly describes prerequisites,

overview of a course, student learning objectives,

methods of the instruction (Davis, 2004)


rationale of the course subject, a brief overview of

the key content, knowledge and skills to be learned

and stating the major learning strategies and

activities that students will experience

(RISTEKDIKTI,2016)

Although the course descriptions from

the different universities do not provide

the learning objectives and methods of

instruction as suggested by Davis

(2004). They still refer to the theories

proposed by Altman & Cashin (1992),

and RISTEKDIKTI (2016).


Univ. A University F University G Theory Remarks

Sikap :

1) Bertakwa kepada Tuhan Yang Maha Esa dan

mampu menunjukkan sikap religius

2)Menjunjung tinggi nilai kemanusiaan dalam

menjalankan tugas berdasarkan agama,moral,dan

Sikap:

1. Mampu mengambil keputusan strategis dan inovatif di

bidang Pendidikan Bahasa Inggris berdasarkan

informasi dan data yang relevan.

2. Mampu mengelola sumber daya Pendidikan Bahasa

Program learning outcomes

are the learning outcomes

proposed by a study program.



outcomes provided in the

syllabus of Univ. F and G

refer to the elaboration of

291

etika;

3)Berkontribusi dalam peningkatan mutu kehidupan

bermasyarakat, berbangsa,bernegara, dan

kemajuan peradaban berdasarkan Pancasila;

4)Berperan sebagai warga negara yang bangga dan

cinta tanah air, memiliki nasionalisme serta rasa

tanggungjawab pada negara dan bangsa;

5) Menghargai keanekaragaman budaya,

pandangan, agama, dan kepercayaan,

sertapendapat atau temuan orisinal orang

lain;

6) Bekerja sama dan memiliki kepekaan sosial serta

kepedulian terhadap masyarakat dan

lingkungan;

7) Taat hukum dan disiplin dalam kehidupan

bermasyarakat dan bernegara;

8) Menginternalisasi nilai, norma, dan etika

akademik;

9)Menunjukkan sikap bertanggungjawab atas

pekerjaan di bidang keahliannya secara

mandiri; dan

10) Menginternalisasi semangat kemandirian,

kejuangan, dan kewirausahaan.

KETRAMPILAN UMUM :

1. Mampu memanfaatkan teknologi informasi

dan komunikasi untuk pengembangan

keilmuan dan kemampuan kerja;

2. Mampu menerapkan pemikiran logis, kritis,

sistematis, dan inovatif dalam kontek

pengembangan atau implementasi ilmu

pengetahuan dan teknologi yang memperhatikan

dan menerapkan nilai humaniora yang sesuai

dengan bidang keahliannya

KETRAMPILAN KHUSUS:

1. Mampu melakukan tindakan reflektif dan

pemanfaatan teknologi informasi dan komunikasi

untuk peningkatan kualitas pembelajaran bahasa

Inggris.

PENGUASAAN PENGETAHUAN:

1. Menguasai konsep teoritis dan teknik

Inggris, organisasi, dan mengkomunikasikan hasil

pengelolaannya secara bertanggung jawab kepada

pemangku kepentingan.

Pengetahuan:

1. Menguasai konsep, struktur, dan pola pikir keilmuan

Bahasa Inggris yang diperlukan untuk melaksanakan

pembelajaran di satuan pendidikan dasar dan

menengah serta studi ke jenjang berikutnya.

2. Menguasai konsep dan prinsip pedagogi.

Kemampuan Umum:

1. Mampu mengaplikasikan konsep dan prinsip pedagogi,

didaktik bahasa Inggris, serta keilmuan bahasa

Inggris untuk melakukan perencanaan, pengelolaan,

evaluasi, implementasi dan inovasi pendidikan

dengan memanfaatkan IPTEKS yang berorientasi

pada kecakapan hidup.

Kemampuan Khusus:

2. Mampu merancang, melaksanakan penelitian, dan

mempublikasikan hasilnya sehinggan dapat

digunakan sebagai alternative untuk menyelesaikan

masalah di bidang pendidikan Bahasa Inggris.

outcomes mainly inform the

knowledge, affective, and

skill domain that the study

program expects to be

achieved by students

(RISTEKDIKTI,2016)

RISTEKDIKTI

292

pengembangan pembelajaran, penyajian (metode

dan prosedur), pengelolaan dan evaluasi Bahasa

Inggris yang diperlukan untuk melaksanakan

pembelajaran secara integrative.

2. Menguasai konsep teoritis tentang pedagogi



After completing this course, students are expected to be able to: 1. Develop technology-

based language

learning plan

effectively and

efficiently;

2. Identify the type of

technology that is

appropriate for use in

language learning in

the classroom;

3. Engage actively in

technology-based

learning during the

lecture takes place;

4. Implement

technology-based

learning in the

classroom ranging

from the use of

simple technology

products such as e-

mail through the use

of learning platforms.

1. Mampu menganalisis berbagai

macam media pembelajaran yang

sesuai dengan tujuan yang akan

dicapai

2. Dapat menggunakan berbagai

macam media pembelajaran yang


dicapai.

3. Mendesain berbagai macam media

pembelajaran untuk menyelesaikan

permasalahan dalam pembelajaran

bahasa Inggris

4. Terampil dalam menggunakan

berbagai macam media

pembelajaran bahasa Inggris

1. Mengaplikasikan konsep

dan prinsip didaktik

pedagogis bahasa Inggris

serat keilmuan bahasa

Inggris untuk melakukan

evaluasi dengan

memanfaatkan IPTEKS

yang berorientasi kepada

kecakapan hidup.

2. Merancang dan

melaksanakan penelitian

serta melaporkan dan

mempublikasikan

hasilnya.

3. Mampu menggunakan

teknologi informasi dan

komunikasi yang relevan

untuk pengembangan

mutu pendidikan.

Course objective elaborates a behavior, skill, or

action that a student can demonstrate if they

have achieved mastery of the objective (Altman

& Cashin, 1992).


students will be expected to do or know after the

course, and what competencies/skills/knowledge

will be expected to demonstrate by students at

the end of the course (Davis, 2004).

Learning objectives inform students about

measureable knowledge that reflects skills,

competences, and knowledge that must be

achieved (RISTEKDIKTI, 2016).

The form of learning objectives stated

in four universities is different although

the contents of the learning objectives

refer to the theories provided by the

experts.


Univ. A Univ. F Univ. G Theory Remarks

1. Students are able to explain the

course outline and the class

1. Mampu mengenali konsep dasar

tentang media dalam

1. Mampu memahami gambaran

umum perkuliahan (kontrak

3. Course student learning

outcomes refer to specific

By referring to the theories, the

learning outcomes stated in the

293

regulations


principles used in the

preparation of effective and

efficient technology-based

learning

3. Students are able to identify

and select the type of

technology-based media are

properly used in the language

classroom in accordance with

existing conditions

4. Students are able to elaborate

the benefits of technology-

based language learning to the

development of students

5. Students are able to integrate

technology and language

learning

6. Students are able to elaborate

and use the types of social

software, procedure on the use

of blogs, wikis and podcasts in

learning English


benefits and procedures of

using online reference tools

8. Students are able to integrate

learning process with

technology-based courseware


notion of e-learning and related

e-learning, cite examples of the

design of e-learning (for

example, hybridization or

blended learning, give

examples of the use of e-

learning in language learning.


concept of Web 2.0, the use of

pembelajaran Bahasa Inggris.

2. Mampu menguraikan prinsip-

prinsip media, technology and

learning

3. Mampu membandingkan

kelebihan dan kekurangan

berbagai macam tipe media visual

4. Mampu menguraikan kelebihan

dan kekurangan media visual dan

audio

5. Mampu mengklasifikasikan

penggunaan media video dan

komputer dalam pengajaran

bahasa inggris

6. Mampu memformulasikan prinsip

penggunaan ICT

7. Mampu mendisain pembelajaran

jarak jauh berbasis internet

8. Mampu mendisain dan

menerapkan konsep dan teori

media pembelajaran dalam

praktek mengajar

belajar) dan penjelasan tentang

mata kuliah.

2. Mampu memahami tetntang

inovasi pembelajaran

3. Menjelaskan konsep dasar ICT

dan Menjelaskan beberapa contoh

implementasi atau pemanfaatan

ICT dalam dunia

pendidikan/pemb elajaran di

sekolah.

4. Menganalisis Dampak

Implementasi ICT dalam

pembelajaran

5. Mengembangkan media berbasis

ICT dan Menjelaskan secara

prinsip aplikasi-aplikasi internet

yang popular

6. Mempersiapkan desain

pembelajaran

measureable results

(knowledge, skills, attitudes),

expected following learning

experience (Wolf, Czekanski, &

Dillon ,2013)

4. Sub-CPMK (Capaian

Pembelajaran Mata Kuliah)or

lesson learning outcomes also

refer to about measureable

knowledge that reflects skills,

competences, and knowledge

that must be achieved based on

CPL (RISTEKDIKTI, 2016)

existing syllabi basically follow the

principles of Wolf, Czekanski, &

Dillon (2013), and RISTEKDIKTI

(2016) although the term used

between the existing syllabi and the

proposed theories are different.

294

virtual learning applications,

m-learning in language

learning.


materials being learned


Univ. A Univ. F University G Theory Remarks

1. Principles in Designing Instruction

2. Effective Learning-Teaching Media

ICT in ELT

3. Advantages and Disadvantages to

integrate Technology into Language

Classroom

4. Technology or ICT based teaching

5. Blogs, Wikis, Podcasts

6. Dictionaries and thesaurus,

concordances and choruses, online

translator engines and online

encyclopedias.

7.1. CD-ROMs, DVDs, computer-based

testing, electronic portfolios, and

interactive whiteboards.

7.2. Examples of the use of technology-

based courseware.

7.3. Evaluation of the use of media

technology-based courseware.

8. E-learning: Online Teaching and

Training, LMS, VLE, SNS and ESNS.

9. Web 2.0, virtual learning application,

m-learning in language learning.

1. Media, technology and

learning, and technology for

learning.

2. Media and material, and

visual principles.

3. Visuals and audio

4. Video and computers.

5. Multimedia, internet, and

intranet.

6. Distance learning, and lesson

planning simulation.

7. Teaching simulation: student-

made-media demonstration.

Pengertian media pembelajaran,

manfaat media pembelajaran,

jenis dan klasifikasi media

pembelajaran.

Media pembelajaran yang

dibutuhkan di jenjang sekolah

formal.

Pengertian inovasi pembelajaran

dan alasan perlunya innovasi

dalam dunia pembelajaran.

Media dan ICT sebagai inovasi

pembelajaran dan Pengaruh ICT

terhadap media pembelajaran.

Internet sebagai sumber utama

sebagai cara berfikir kritis.

Mempelajari Social Networking

sebagai media pembelajaran.

Memilih media Pallete

pembelajaran.

Memerapkan ICT dalam

pembelajaran

Mengembangkan media berbasis

ICT dan menjelaskan aplikasi-

aplikasi internet yang popular

saat ini.

Pengenalan kebutuhan untuk

informasi dan menentukan sifat

dan luasnya informasi yang

dibutuhkan.

1. Materials of a syllabus contain

the main topic or sub-main topic

that will be taught in a course


2. The material part discusses topics

that will be taught, primary,

supplemental readings for the

course (Davis,2004)

3. Course materials inform the topics

of a course that will be discussed

and taught (Wolf, Czekanski, &

Dillon ,2013)

4. Learning materials contain the

materials that will be taught by a

course instructor in relation with

the learning objectives that must

be achieved

(RISTEKDIKTI,2016)

University A uses the term

topics in mentioning the

learnig materials.

The contents of learning

materials stated in the existing

syllabi refer to the elaboration

proposed by Altman & Cashin

(1992), Davis (2004), Wolf,

Czekanski, & Dillon (2013),

and RISTEKDIKTI (2016)

295

Mempersiapkan Desain

pembelajaran berbasis ICT IKIP.



1. Students explain the basic

concept and principles used in

the preparation of effective and

efficient technology-based

learning.

2. Students recognize and choose

appropriate technology-based

media are properly used in the

language classroom in

accordance with existing

conditions

3. Students explain the advantages

and disadvantages of using

technology-based language

learning to the development of

students

4. Students demonstrate teaching

integrated with technology or

ICT

5. Students explain and apply

appropriate soft wear (blogs,

wikis, and so on) to support their

teaching process

6. Students elaborate the benefits

and procedures of using online

reference tools

7. Students demonstrate a teaching

process with technology-based

courseware.

8. Students explain the notion of e-

learning and related e-learning,

cite examples of the design of e-

learning

1. Brainstorming, mahasiswa

mempresentasikan topic yang telah

ditentukan, mahasiswa memberikan

contoh penerapan dalam pembelajaran,

menganalisa hasil penelitian terkait.

2. Brainstorming, mahasiswa

mempresentasikan topic yang telah

ditentukan, mahasiswa memberikan

contoh penerapan dalam

pembelajaran,menganalisa hasil

penelitian terkait.

3. Merancang dan mengimplementasikan

tahap-tahap pembelajaran dengan

menggunakan media yang sesuai

dengan tujuan pembelajaran,

mensimulasikan proses pembelajaran

dengan menggunakan media

pembelajaran untuk materi tertentu,

mengevaluasi media pembelajaran

yang digunakan dalam mengajar.

1. Mahasiswa mampu memahami konsep

dan pengertian media pembelajaran,

manfaat media pembelajaran, jenis, dan

klasifikasi media pembelajaran.

2. Mengkaji tentang; pengertian inovasi

pembelajaran, alasan perlunya inovasi

pembelajaran, dan ICT sebagai inovasi

pembelajaran.

3. Mengkaji dan memahami konsep ICT,

hakikat TI dan hakikat informasi.

4. Mahasiswa mampu memahami dan

memaparkan dampak positif dan

negative pembelajaran berbasis ICT.

5. Mahasiswa mampu berpikir kritis pada

penggunaan internet.

6. Mahasiswa mampu mempraktekkan

teknik-teknik mencari informasi

melalui search engine, social media,

blogs, social news, forum, dan apps.

7. Mahasiswa bekerja secara kelompok

dan mendesain pembelajaran melalui

aplikasi.

8. Mahasiswa mempresentasikan

projectnya.

Learning activities inform

activities that must be performed

by students in the course in order

to achieve expected competences


Generally, the learning

activities stated in the existing



RISTEKDIKTI.

296



1. Computer

2. LCD

3. Whiteboard

- Hardware

1. Laptop

2. LCD Projector

Teaching media such as whiteboard, computer, LCD, speakers, textbooks, etc. are stated as one of the components of the syllabus (David, 2004; Wolf, Czekanski, & Dillon ,2013)

The descriptions of teaching media stated

in the syllabi generally refer to the

descriptions stated by David, 2004; Wolf,

Czekanski, & Dillon (2013) .

H. Component of a Syllabus: Teaching Methods


1. Presentation

2. Discussion

3. Lecturing

1. Ceramah

2. Presentasi

3. Diskusi

4. Tanya-jawab

1. Ceramah

2. Presentasi

3. Diskusi

4. Discovery

learning

Methods of instruction inform methods applied by instructors for teaching such as

lectures, discussions, group works, etc (Davis, 2004)

Teaching methods can be: group discussions, simulations, case studies, collaborative

learning, cooperative learning, project-based learning, problem-based learning, or

other learning methods that can effectively facilitate the fulfillment of learning

objectives (RISTEKDIKTI, 2016)

The teaching methods provided in

the existing syllabi refer to the

explanation proposed by experts.

I. Component of a Syllabus: Assessments


The assessments of


Indicators for

scoring

The procedure of

assessment

(performance

assessment)

The form of

assessment

(Presentation)

The scoring

rubric of

presentation

Assessment

scheme and

criteria

The assessments of


Indicators of the

assessment.

Forms of the

assessment: written

assessments and

performance

assessments

(presentations and

teaching

simulations)

The assessments of syllabus consist of: Indicators of the

assessment.

The criteria of the

assessment.

Grading informs details about how the students will be

evaluated, what factors will be included, how they will

be weighted, and how they will be translated into grades


Davis (2004) mentions assessment as the requirements

that cover type of the exams and type of knowledge will

be tested.

Grading method is clear, explicit explanation of

evaluation, graded items and activities, grading rubrics,

evaluation of course performance (Wolf, Czekanski, &

Dillon ,2013)

Assessments of a syllabus inform types of assessment

performed by a course instructor in measuring students’

competence to achieve learning outcomes and indicators

that describe the competencies that are assessed

(RISTEKDIKTI,2016

11. University A is the only university that provides

the scoring rubric for the assessment.

12. All of the universities provide the indicators of the

assessment.

13. Each university provides various details regarding

the assessment.

14. The details stated in each syllabus about the

assessment basically refer to the concepts

elaborated by Altman and Cashin (1992), Davis

(2004), Wolf, Czekanski, & Dillon (2013), and

RISTEKDIKTI (2016)

15. Although Altman & Cashin (1992), and Wolf et al

consider the term “assessment” used in the existing

syllabi as grading and grading method, the main

elaboration shares the same details.

J. Component of a Syllabus: Meeting / Week


Meeting informs the Meeting informs the Meeting informs the number Altman & Cashin (1992) include the term Generally, the term “meeting” refers to the proposed

297

number of weeks

needed to complete

the course.

number of weeks

needed to complete

the course.

of weeks needed to complete

the course.

“week” in course calendar/schedule


needed to complete the course


theories.

K. Component of a Syllabus: Time Allocation


The syllabus

mentions that each

meeting needs 200

minutes.



150 minutes.



200 minutes.

Time allocation elaborates the duration needed to complete each meeting

(Ristekdikti, 2016)

The contents refer to the descriptions

proposed by RISTEKDIKTI.

L. Component of a Syllabus: References


1. Palloff. R.M. and Keith.

P. (2007). Building

Online Learning

Communities. Francisco:

Jossey-Bass.

2. Clark, R.K., & Mayer,

R.E. (2011). E-learning

and the science of

instruction. San

Francisco: Pleiffer

3. Dudeney, G., &Hockly,

N. (2007). How to teach

English with technology.

Essex:

1. Dudeney, Gavin dan Nicky

Hockley. 2007. How to Teach

English with Technology. Essex:

Pearson Education Limited.

2. Harmer, Jeremy. 2007. The

Practice of Language Teaching.

China: Pearson Education Limited.

3. Sharon E. Smaldino, Deborah L.

Lowther, James D. Russel. (2014).

Instructional Technology & Media

for Learning. Prentice hall: Ohio.

4. Artikel Jurnal dan bahan bacaan

lain yang relevan.

No references References are textbooks, reading, and

supplementary readings used in a course (Altman &

Cashin, 1992).

References cover primary books or reading for the

courses, supplemental books or reading, websites, and

links (Davis,2004).

References mention textbooks, and suggested readings

((Wolf, Czekanski, & Dillon ,2013).

References provide books and other resources

employed in a course (RISTEKDIKTI, 2016).

Generally, all of the syllabi refer to

the concepts proposed by the

experts in providing the references

of the course, but the existing

syllabi from University A and F

only mention the textbooks used in

the course. They don’t mention the

main readings, supplementary

readings, and other resources.

Course 4: Language Learning Theories and Strategies


University E University H Theory Remarks

The course information of Learning

Theories and Strategies course from

University E consists of:

Department

Code

The course information of Learning Theories and

Strategies course from University H consists of:

Study Program

Level

Course Code

Course information provides course title, course

number, credit hours, prerequisites, he location of



1992).

All of the course information

provided in the existing syllabi from

five universities refers to the theories.

298

Subject

Credit

Semester

Prerequisite

Course Group Credit Hour

Semester

Pre-requisite Lecturer(s)

Code of Lecturer

Course information provides the information such

as name of university, semester, year, course title,

and the descriptions of how to contact a course



section, term, semester, year, dates, pre-requisites:

required courses and skills, co-requisites, class,

days, times, class location) (Wolf, Czekanski, &

Dillon ,2013)



This course examines various strategy

of teaching, productive and receptive,

either skills or components.

This course is designed to assist students to be able to

make students ready in coping with their future career,

their knowledge qualification, and good character as well

as attitude. Through this course, students are expected to

be able to identify, comprehend, discuss and apply the

theories of teaching and learning into practice. Therefore,

this course will cover a number of different theoretical

views and concepts as well as principles of EFL

methodology that serve as the sources and foundations

for classroom practices. Therefore, the coverage of the

course will include foundations for classroom practices,

contexts in teaching, ways of designing and

implementing classroom techniques, and classroom

practices. Apart from these pedagogical knowledge, their

English proficiency as well as content knowledge are also

become the focus of the teaching and learning process.



Cashin, 1992).

Course description mainly describes


learning objectives, methods of the instruction

(Davis, 2004)


rationale of the course subject, a brief





Although the course descriptions from the

different universities do not provide the

learning objectives and methods of

instruction as suggested by Davis (2004).

They still refer to the theories proposed by

Altman & Cashin (1992), and RISTEKDIKTI

(2016).


University E Univ. H Theory Remarks

1. Able to apply the knowledge of English language systems (ELO#1)

2. Able to develop English teaching programs according to assigned contexts (ELO#2)

3. Able to evaluate and reflect on own and others’ teaching performance (ELO#3)

4. Able to work as a team member of an interdisciplinary and multi-cultural issues

(ELO#4)

- Program learning outcomes are the learning

outcomes proposed by a study program. The

program learning outcomes mainly inform the

knowledge, affective, and skill domain that the

study program expects to be achieved by

The program learning outcomes

provided in the syllabus of Univ. F

and G refer to the elaboration of

RISTEKDIKTI

299

5. Able to use appropriate analytical tools to identify learning problems, and scaffold

students’ learning (ELO#5)

6. Able to identify, formulate, and solve English teaching problems (ELO#6)

7. Able to utilize ICT-based teaching aids and media in the teaching of English (ELO#7)

8. Able to perform professional responsibilities and ethics (ELO#8)

9. Able to recognize the needs, motivate and sustain engagement in lifelong learning

(ELO#9)

students (RISTEKDIKTI,2016)



Students are able to teach

using the strategy of teaching

before applying them in the

field of teaching, especially

language teaching.

At the end of the course students are expected to be able to:

1. identify the basic concepts in TEFL;

2. explain and discuss the basic concepts in EFL;

3. identify the principles of teaching and learning EFL;

4. explain and discuss the principles of teaching and learning EFL;

5. identify principles of approaches and methods in EFL teaching;

6. explain and discuss approaches and methods in EFL teaching;

7. compare approaches and methods in EFL teaching;

8. identify the teaching practices at Junior High Schools, Senior High

Schools, and Vocational Schools as Models for their Teaching

Practices for teaching demonstration in the Micro Teaching;

9. apply the knowledge and understanding of lesson planning,

teaching and learning strategies and assessment in the English

classroom.

10. Write a lesson plan to be used for teaching demonstration in the

micro teaching; and

11. Evaluate his/her peer in the micro teaching.











Learning objectives inform students about

measureable knowledge that reflects skills,

competences, and knowledge that must be

achieved (RISTEKDIKTI, 2016).

The form of learning objectives stated

in four universities is different

although the contents of the learning

objectives refer to the theories

provided by the experts.


Univ. E Univ. H Theory Remarks

1. Students are able to understand the Teaching and

Learning course outline.

2. Students are able to understand the explanation

of teaching and learning.

3. Students are able to understand the Kemp,

ADDIE, and Dick Carey Model.

4. Students are able to understand the Inductive

thinking and concept attainment model.

5. Students are able to understand the scientific

inquiry and inquiry training model.

1. Students are able to identify and explain the

nature of the course, the objective, the general

rules, the coverage of the materials, and the

evaluating system.

2. Students are able to explain the concepts of

teaching and teaching methodology.

3. Students are able to explain the concepts of

learning and learners— learning conditions,

learner characteristics, styles, and strategies.

4. Students are able to explain the history of

1. Course student learning outcomes refer

to specific measureable results

(knowledge, skills, attitudes), expected

following learning experience (Wolf,


2. Sub-CPMK (Capaian Pembelajaran

Mata Kuliah)or lesson learning

outcomes also refer to about

measureable knowledge that reflects

skills, competences, and knowledge that

By referring to the theories, the

learning outcomes stated in the

existing syllabi basically follow the

principles of Wolf, Czekanski, &

Dillon (2013), and RISTEKDIKTI

(2016) although the term used

between the existing syllabi and the

proposed theories are different.

300

6. Students are able to understand the cognitive

growth and advance organizer model.

7. Students are able to understand the problem

based learning and problem solving learning

model.

8. Students are able to understand the synectics and

awareness training model.

9. Students are able to understand the classroom

meeting, role playing, and social simulation

model.

10. Students are able to understand the STAD and

JIGSAW model.

11. Students are able to understand the outbound

activities, icebreaking and energizer model.

12. Students are able to understand the evaluation

process in teaching and learning.

language teaching covering approaches,

methods, and techniques.

5. Students are able to explain the principles of

language teaching and learning.

6. Students are able to explain the activities the

student teachers do during the teaching practice,

for example the lesson plan used in some

SekolahMitra.


theories and basic concepts of teaching listening,

speaking, reading, and writing.


theories and basic concepts of teaching

integrated skills.

9. Students are able to apply the theories in

practice.

must be achieved based on CPL

(RISTEKDIKTI, 2016)


Univ. E Univ. H Theory Remarks

1. Teaching and Learning.

2. Approach, Strategy, Method, Model, and

Technique in TLS.

3. Teaching Model Background.

4. Models of Teaching.

5. Evaluation of Teaching and Learning

1.1. The concept of the nature of the course

1.2. General Overview of the course—the course

regulations, the learning outcomes to attain, the course

objectives, the content of the course, assignments, and

the evaluation systems.

1.3. The concepts of teaching and teaching methodology.

2. Knowing the learners and their characteristics—theories,

styles and strategies of learning.

3. A Methodical History of Language Teaching illustrated

by teaching models from video.

4. GTM, Audio lingual Methods, Silent Way, TPR,

Communicative language Teaching, Suggestopedia.

5. The principles of language teaching and learning—

cognitive, affective, and linguistic principles.

6. Lesson planning & classroom management.

7. Teaching Listening: Theories and Modeling from

Harmer’s and Harrell’s Video.

8. Teaching Speaking: Theories and Modeling—Videos or

teaching demonstration.

9. Teaching Reading: Theories and Modeling—Videos or

teaching demonstration.

5. Materials of a syllabus contain

the main topic or sub-main topic

that will be taught in a course


6. The material part discusses topics

that will be taught, primary,

supplemental readings for the

course (Davis,2004)

7. Course materials inform the topics

of a course that will be discussed

and taught (Wolf, Czekanski, &

Dillon ,2013)

8. Learning materials contain the

materials that will be taught by a

course instructor in relation with

the learning objectives that must

be achieved

(RISTEKDIKTI,2016)

University A uses the term topics in

mentioning the learnig materials.

The contents of learning materials

stated in the existing syllabi refer to

the elaboration proposed by

Altman & Cashin (1992), Davis

(2004), Wolf, Czekanski, & Dillon

(2013), and RISTEKDIKTI (2016)

301

10. Teaching Writing using Genre- based Approach:

Theories and Modeling—Videos or teaching

demonstration.

11. Teaching Integrated Skill: Theories and Modeling—

Videos or teaching demonstration.



1. Discussion about the Teaching and Learning

course outline.

2. Discussion about the explanation of teaching

and learning.

3. Discussion about the differences between

Approach, Strategy, Method, Model, and

Technique in TLS.

4. Discussion about the Kemp, ADDIE, and

Dick Carey Model.

5. Discussion about the Inductive thinking and

concept attainment model.

6. Discussion about the scientific inquiry and

inquiry training model.

7. Discussion about the cognitive growth and

advance organizer model.

8. Discussion about the direct teaching and

indirect teaching model.

9. Discussion about the problem based learning

and problem solving learning model.

10. Discussion about the synectics and

awareness training model.

11. Discussion about the classroom meeting, role

playing, and social simulation model.

12. Discussion about the STAD and JIGSAW

model.

13. Discussion about the outbound activities,

icebreaking and energizer model.

14. Discussion about the evaluation process in


1.1. Students discuss the concepts of teaching and teaching

methodology

1.2. Students pay attention to the teacher explanation the

course

1.3. Students discuss in group their expectation to gain from

the course

1.4. Students pay attention to the teacher explanation about

the objective of the course, course regulations, the

learning outcomes to attain, the content of the course, the

assignments, and the evaluation systems

2.1. Reviews the previous topic they have learned and convey

the topics and objectives

2.2. Students work in group to discuss concepts related to the

topics

2.3. The teacher explain and discuss the theories and

principles of learner characteristics, differences, learning

styles and strategies

3.1. The teacher reviews the previous topic they have learned

and convey the topics and objectives

3.2. Students work in group to discuss concepts of approach,


3.3. Teacher explain and discuss the theories of approach,

methods, and techniques

3.4. Teacher explain the differences between approach,

methods, and techniques

3.5. Students watch some videos of teaching models



4.2. Students work in group to discuss concepts related to the

topics

4.3. The teacher explain and discuss the theories and

principles of teaching by principles

Learning activities inform activities

that must be performed by students

in the course in order to achieve

expected competences


Generally, the learning activities

stated in the existing syllabi refer to

the descriptions proposed by

RISTEKDIKTI.

302

5.1. Teacher views the previous topic they have learned and

convey the topics and objectives

5.2. Students work in group to report the information based

on their observation in SekolahMitra.



6.2. Students work in group to discuss concepts of teaching

listening, speaking, reading, and writing based on the

summaries thy have written

6.3. The teacher explains and discusses the theories of

teaching listening, speaking, reading, and writing.

6.4. The teacher shows the video of the examples of teaching

listening, speaking, reading, and writing.



7.2. Students work in group to discuss concepts of teaching

writing and teaching integrated skills

7.3. The teacher explain and discuss the theories of teaching

writing and teaching integrated skills

7.4. The teacher show the video of the examples of teaching

integrated skills

8.1. Students prepare a lesson plan

8.2. Students do peer teaching

8.3. Some other students act as the observer together with the

teacher


Univ. E University H Theory Remarks

1. Handout

2. Laptop

3. LCD Projector

4. Speaker

Teaching media such as whiteboard, computer, LCD, speakers,

textbooks, etc. are stated as one of the components of the syllabus

(David, 2004; Wolf, Czekanski, & Dillon ,2013)

The descriptions of teaching media stated in the syllabi

generally refer to the descriptions stated by David, 2004;

Wolf, Czekanski, & Dillon (2013) .

H. Component of a Syllabus: Assessments


Summative Assessments: 1. Midterm Test

2. Final Test

1. Formative Assessments: formative questioning

types in regards to the topic discuss, formative

test in the form of question and answer session,

and short summary writing.

2. Summative assessments: midterm test, final test,

and teaching simulations

Grading informs details about how the students will be

evaluated, what factors will be included, how they will be

weighted, and how they will be translated into grades (Altman

& Cashin, 1992).

Davis (2004) mentions assessment as the requirements that

cover type of the exams and type of knowledge will be tested.

The two universities directly state the types

of the assessment: formative and

summative assessments.

University E doesn’t mention the kinds of

the formative assessment for the course.

The elaboration of the assessments stated in

303

Grading method is clear, explicit explanation of evaluation,

graded items and activities, grading rubrics, evaluation of

course performance (Wolf, Czekanski, & Dillon ,2013)

Assessments of a syllabus inform types of assessment

performed by a course instructor in measuring students’

competence to achieve learning outcomes and indicators that

describe the competencies that are assessed

(RISTEKDIKTI,2016

the syllabi refer to the theories proposed by

Altman & Cashin (1992), Davis (2004),

Wolf, Czekanski, & Dillon (2013), and

RISTEKDIKTI (2016) although they don’t

directly explain what formative and

summative assessments are.

I. Component of a Syllabus: Meeting / Week


Meeting informs the number of weeks needed to

complete the course.

Meeting informs the number of weeks needed

to complete the course. Altman & Cashin (1992) include the term

“week” in course calendar/schedule


needed to complete the course


Generally, the term “meeting”

refers to the proposed theories.

J. Component of a Syllabus: Time Allocation


The syllabus mentions that each meeting needs 100

minutes.

- Time allocation elaborates the duration needed

to complete each meeting (Ristekdikti, 2016)

The contents refer to the descriptions proposed

by RISTEKDIKTI.

K. Component of a Syllabus: References


Compulsory : Gebhard, Jerry G.1996.Teaching English as Foreign Language

(A Teacher Self – Development and Methodology Guide).

USA:The University of Michigan Press

Suplementary : 1. Davies, Ivor K. 1981.Instructional Technique.New

York:Mc.Graw Hill Book Company

2. Bruce Joyce & Marsha Weil (1991), Models of Teaching

(seconds edition), London: Prentice Hall International Inc.

3. Mary Alice Gunter, Thomas H. Estes & Ian Schaw (1995).

Instruction: A Model Approach. Boston: Allyn & Bacon.

4. Komalasari, K. 2010. Pembelajaran Kontekstual: Konsep

dan Aplikasi. Bandung: Refika Aditama

1. Brown, H. D. (2001). Teaching by principles: An

interactive approach to language pedagogy. Englewood

Cliffs: Prentice Hall.

2. Harmer, J. (2002). The practice of English Language

Teaching. Malaysia: Pearson Education Limited.

3. Harmer, J. (2007). How to teach English. China:

Pearson Education Limited.

4. Herrell, A. L. & Jordan, M. (2012). 50 strategies for

teaching English language learners. Boston: Pearson

Education Limited.

References are textbooks,

reading, and supplementary

readings used in a course


References cover primary books

or reading for the courses,

supplemental books or reading,

websites, and links (Davis,2004).

References mention textbooks,

and suggested readings ((Wolf,

Czekanski, & Dillon ,2013).

References provide books and

other resources employed in a

course (RISTEKDIKTI, 2016).



concepts proposed by the

experts in providing the

references of the course

University E classifies

compulsory and

supplementary books as

the references.

304

Table Analysis for Components employed in the Existing Syllabi

No Components of the Existing Syllabi UA1 UA2 UA3 UB1 UB2 UC1 UC2 UD1 UE1 UE2 UF1 UF2 UG1 UH1 Total

1. Course Information √ √ √ √ √ √ √ √ √ √ √ √ √ √ 14

2. Course Description - - - - √ √ √ √ √ √ √ √ √ √ 10

3. Program Learning Outcomes √ √ √ √ √ 5

4. Course Learning Outcomes √ √ √ √ √ √ √ √ √ √ √ √ √ √ 14

5. Lesson Learning Outcomes √ √ √ √ √ √ √ √ √ √ √ √ √ √ 14

6. Topics and Subtopics / Learning

Materials / Course Materials

√ √ √ √ √ √ √ √ √ √ √ √ √ √ 14

7. Learning Activities √ √ √ √ √ √ √ √ √ 9

8. Teaching Media √ √ √ √ √ √ √ 7

9. Teaching Methods √ √ √ √ √ √ √ √ √ √ √ 11

10. Assessments √ √ √ √ √ √ √ √ √ √ √ √ √ √ 14

11. Meeting √ √ √ √ √ √ √ √ √ √ √ √ √ √ 14

12. References √ √ √ √ √ √ √ √ √ √ √ √ √ 13

13. Time Allocation √ √ √ √ √ √ √ √ √ √ 10

14. Standard Competence and Base

Competence

√ 1

15. Assignment √ 1

305

APPENDIX 5

The EPG Framework

Key Teaching Competences

Sub Category Development Phase Descriptions

Methodology: Knowledge and

Skills

1.1 is learning about different language learning theories and methods.

when observing more experienced teachers, can understand why they have chosen the techniques and materials they are using

1.2 has basic understanding of different language learning theories and methods

can select new techniques and materials, with advice from colleagues

can identify techniques and materials for different teaching and learning contexts

2.1 has basic understanding of different language learning theories and methods.

can select new techniques and materials, with advice from colleagues.

can identify techniques and materials for different teaching and learning contexts.

2.2 is well acquainted with language learning theories and methods, learning styles and learning strategies.

can identify the theoretical principles behind teaching techniques and materials.

can use appropriately a variety of teaching techniques and activities.

3.1 can provide theoretical justification for the teaching approach being used and for a very wide range of techniques and materials.

can use a very wide range of teaching techniques, activities and materials.

3.2 has a detailed knowledge of theories of language teaching and learning and shares it with colleagues.

can follow up observation of colleagues with practical, methodologically sound feedback to develop their range of teaching

techniques.

can select and create appropriate tasks and materials for any level for use by colleagues.

Key Teaching Competences


Lesson and Course Planning

1.1 can link a series of activities in a lesson plan, when given materials to do so

1.2 can find activities to supplement those in the textbook.

can ensure coherence between lessons by taking account of the outcomes of previous lessons in planning the next.

can adjust lesson plans as instructed to take account of learning success and difficulties

2.1 can use a syllabus and specified materials to prepare lesson plans that are balanced and meet the needs of the group.

can plan phases and timing of lessons with different objectives.

can compare learners’ needs and refer to these in planning main and supplementary objectives for lessons

2.2 can plan a course or part of a course taking account of the syllabus, the needs of different students and the available materials.

can design tasks to exploit the linguistic and communicative potential of materials.

can design tasks to meet individual needs as well as course objectives.

306

3.1 can conduct a thorough needs analysis and use it to develop a detailed and balanced course plan that includes recycling and

revision .

can design different tasks based on the same source material for use with learners at different levels.

can use analysis of learner difficulties in order to decide on action points for upcoming lessons

3.2 can design specialized courses for different contexts that integrate communicative and linguistic content appropriate to the

specialism.

can guide colleagues in assessing and taking account of differing individual needs in planning courses and preparing lessons .

can take responsibility for reviewing the curriculum and syllabuses for different courses.

Enabling Competences


Digital Media

1.1 can use word-processing software to write a worksheet, following standard conventions.

can search for potential teaching material on the internet.

can download resources from websites.

1.2 can create lessons with downloaded texts, pictures, graphics, etc.

can organize computer files in logically ordered folders.

2.1 can use software for handling images, DVDs, and sound files.

can use any standard Windows/Mac software, including media players.

can recommend appropriate online materials to students and colleagues.

can use a data projector for lessons involving the internet, a DVD etc.

2.2 can set and supervise on-line work for learners.

can use software for handling images, DVDs, and sound files.

3.1 can train students to select and use on-line exercises appropriate to their individual needs.

can edit and adapt sound and video files.

can show colleagues how to use new software and hardware.

can coordinate project work with digital media (using, for example, a camera, the internet, social networks).

can troubleshoot most problems with classroom digital equipment

3.2 can train students to use any available classroom digital equipment (IWB incl.), their mobiles, tablets etc. profitably for

language learning.

can show colleagues how to exploit the teaching potential of available digital equipment and internet-based resources.

can design blended learning modules using a learning management system e.g. Moodle.

307

The Analysis of EPG Framework in the Existing Syllabi

1. ELTM Course

University Course Name Contents of the Existing Syllabi The EPG Framework in the Existing

Syllabi

Remark

Course Learning Outcomes Lesson Learning Outcomes Topic Action Verbs stated

in Course and

Lesson Learning

Outcomes

EPG Level

Univ. A TEFL

Methodology Understanding basic concept of

learning-teaching process,

method, techniques, and

evaluation in learning teaching

process in English Language

Teaching (ELT).

Developing students’

knowledge, principles, practical

skills, techniques and awareness

for teaching the four skills and

language components (teaching

listening skills, reading,

speaking, writing skills,

grammar, pronunciation and

integrated skills)

Students are able to understand

the course outline and the class

regulations.

Course outline Understanding 1.2.1 This course is

dominated by the

level of EPG

Framework 1.2 and

2.2 Students are able to comprehend

the history of language teaching.

History of language

teaching

Comprehending 1.2.1

Students are able to elaborate

approaches and methods in ELT.

Approaches and

methods in ELT

Elaborating 2.2.1

Students are able to identify

principles of language learning

and teaching.

Principles of

language learning

and teaching

Identifying

1.2.3

Students are able to identify and

analyze appropriate assessment in

ELT.

Assessment in ELT Identifying and

analyzing 2.2.2


theories of Second Language

Acquisition.

Second Language

Acquisition theories

Elaborating

2.2.1


theories to teach listening.

Teaching listening Elaborating 2.2.1


theories to teach speaking.

Theories of teaching

speaking

Elaborating 2.2.3


theories to teach reading.


reading

Elaborating 2.2.1


theories to teach writing.


writing

Elaborating 2.2.1

Determining and adapting teaching

strategies which are relevant to

students’ needs, school settings and

contexts.

Students are able to apply

teaching listening to junior high

school and senior high school

students.

Teaching listening

demonstration

Applying

2.2.3

Students are able to apply how to

teach speaking to junior high


Teaching speaking

demonstration

Applying

2.2.3

308

students.

Students are able to apply how to

teach reading to junior high


students.

Teaching reading

demonstration

Applying

2.2.3

Students apply how to teach

writing to junior high school and

senior high school students.

Teaching writing

demonstration

Applying

2.2.3

Univ. B TEFL Students are able to comprehend the

concepts and characteristics of

communicative approach.

Students are able to comprehend

the concepts and characteristics of

communicative approach.

Introducing the

concept of

communicative

approach.

Comprehending

1.2.1

This course is

dominated by the

level of EPG

Framework 1.2.

Students are able to identify the

process of eclectic approach and

comprehend its strategies.


process of eclectic approach and

comprehend its strategies.

The concept of

eclectic approach.

Identifying

1.2.1

Students are able to identify children

language competence in language

acquisition by the concept of

communicative language teaching.


children language competence in

language acquisition by the

concept of communicative

language teaching.

Stage of language

communicative

language teaching.

Identifying

1.2.1

Students are able to elaborate the

situation of language acquisition by

using direct method and

effectiveness of direct method.


situation of language acquisition

by using direct method and

effectiveness of direct method.

Situation and the

development in

direct method.

Elaborating

1.2.1


principles of Silent Way as the

teaching method.


principles of Silent Way as the

teaching method.

Concept of silent

way and the

effectiveness using

it.

Elaborating

1.2.1

Students are able to comprehend the

principles quantum teaching and

learning.


the principles quantum teaching

and learning.

Quantum teaching

and learning

(between technique

and method)

Comprehending

1.2.1


concept of methodology in inquiry

system.


concept of methodology in

inquiry system.

Inquiry method in

teaching and

learning.

Identifying

1.2.3

Students are able to comprehend the

concept of constructivism

methodology.


the concept of constructivism

methodology.

Conctructivism

methodology as a

way to know the

phenomenon in

Comprehending

1.2.1

309

language teaching

and learning.


characteristics of suggestopedia and

background of language acquisition

in suggestopedia.


characteristics of suggestopedia

and background of language

acquisition in suggestopedia.

Sugggestopedia as a

concept in teaching


Identifying

1.2.1

Univ. C TEFL Understand the principles of

teaching language


fundamental reasons of those

kinds of methods.

Historical views of

language teaching

methods.

Identifying

1.2.1

This course is

dominated by the

level of EPG

Framework 1.2 and

2.2. Students are able to explain the

differences of the three terms.

Approach, methods,

and technique.

Explaining 1.2.1


interactive language teaching.

Interactive language

teaching.

Comprehending 1.2.1

Have experience of making lesson

plan

Students are able to make lesson

plan based on teaching purposes

stated.

Making a lesson. Designing

2.2.3

Can do classroom management Students are able to manage class

to get the goal of teaching.

Classroom

management.

Managing 2.2.2

Understand on the structural and

communicative approach


the principles of Structural

Approach.

Structural

Approach.

Comprehending

1.2.1


Communicative Approach

principles.

Communicative

Approach.

Comprehending

1.2.1

Can teach English as a foreign

language by having clear and

systematic understanding on

teaching English by principles

Students are able to use

communicative approach in their

teaching.

Communicative

Approach.

Applying

2.2.3


the theories of teaching listening.

Teaching listening. Comprehending 1.2.1


listening.

Teaching listening. Teaching or applying 2.2.3


the theories of teaching speaking.

Teaching speaking. Comprehending 1.2.1


speaking.

Teaching speaking. Teaching or applying 2.2.3


the theories of teaching reading.

Teaching reading. Comprehending 1.2.1

Students are able to teach reading. Teaching reading. Teaching or applying 2.2.3

Students are able to comprehend Teaching writing. Comprehending 1.2.1

310

the theories of teaching writing.

Students are able to teach writing. Teaching writing. Teaching or applying 2.2.3

Assess the language skills

Students are able to assess four

language skill (listening,

speaking, reading, and writing).

Assessing language

skills.

Designing

2.2.3

Use the best teaching principles for

teaching purposes

Students are able to decide the

aim of teaching, to select the

material, to do teaching, and to

assess the skills.

Workshop on ELT. Designing

2.2.3

Univ. D TEFL Mengidentifikasi, Menjelaskan/

menguraikan antara approach,

method, dan technique pada konteks

English language teaching.


the objectives of the course,

assignments, and build the

atmosphere of the Teaching

English as Foreign Language

course

Pengenalan mata

kuliah dan RPS,

menjelaskan sekilas

tujuan mata kuliah

English as Foreign

Language secara

umum

Comprehending

1.1.1

This course is

dominated by the

level of EPG

Framework 1.2 and

2.2.

Students are able to identify,

mention, and distinguish

approaches, methods, and

techniques in the context of

English language teaching

Approach, Method,

Technique in

English language

Teaching

Identifying,

mentioning, and

distinguishing. 1.2.3

Menganalisis pendekatan, metode

dan tehnik pengajaran dan

pembelajaran Bahasa Inggris pada

The 19th and Early to Mid-20th

Century

Students are able to analyze the

approaches, methods and

techniques of English teaching

and learning on the 19th and

Early to Mid-20th Century.

Grammar

Translation Method,

Direct Method, and

Classicist

Analyzing

2.2.1

Menganalisis pendekatan, metode



The Mid-to-Late-20th Century

Students are able to analyze the



and learning at The Mid-to-Late-

20th Century.

Audiolingual,

Audiovisual, Silent

Way, Total Physical

Response,

Behaviorism,

Cognitive Code

Analyzing

2.2.1

Menganalisis Communicative

Approach dalam konteks English

language teaching

Students are able to analyze

Communicative Approach in the

context of English language

teaching.

Communicative

Language Teaching,

Content Based

Learning, Task

Based Learning,

and Constructivism

Analyzing

2.2.1

Mengevaluasi pendekatan, metode


Students are able to evaluate the


Multilingual

approach, Didactic

Evaluating 2.1.3

311


The 21th Century.


and learning at the 21th Century.

of Plurilingualism,

and Third Language

Acquisition.

Merancang dan memberikan contoh

pembelajaran Bahasa Inggris dengan

Scientific Methods.

Students are able to design and

provide examples of English

learning and teaching with

Scientific Methods.

Scientific

Approach, Student

Centre Learning

SCL (Discovery

Learning, Inquiry

Learning, Problem

Based Learning,

Project Based

Learning)

Designing and

demonstrating

2.2.3

Students are able to design and

provide examples of teaching and

learning English with integrated

skills in the classroom.

Integrated Skills. Designing and

demonstrating. 2.2.3

Univ. E TEFL Students will have sufficient

acquaintance with approaches and

methods of teaching, learners

difference, teacher’s roles, classroom

management, method teaching

grammar and vocabulary, teaching

receptive skills (listening and

reading) and productive skills

(speaking and writing )

Students are able to able to

understand the course.

Introduction to the

course

Understanding 1.1.1

This course is

dominated with the

EPG level of 1.1 to

2.2


understand: Syntax, Morphology,

and LC.

Describing English

Linguistics.

Understanding

1.2.1


understand the Grammar

Translation Method,

Audiolingualism Method, Natural

Approach, Communicative

Approach, Content – Based

Instruction.

Approaches and

Methods.

Understanding

1.2.1


understand the Learner

Difference:

a. Cognitive: Intelligence and

aptitude.

b. Affective: Between anxiety

and motivation.

c. Learning Style: Age, and

Socio-Cultural Background

d. Characteristics of good

learners.

Describing

Learners.

Understanding

1.2.1

Students are able to able to Understanding Understanding 1.2.1

312

understand the teacher’s multiple

roles and characteristics of a

good teacher.

teachers.


understand the principles of

teaching small class, large class,

and grouping students.

Classroom Setting. Understanding

1.2.1


the grammar teaching inductively

and deductively.

Teaching grammar. Understanding

1.2.1


and practice Individual

Vocabulary,

Contextualized,Vocabulary

Using Media: Realia, Pictures,

and MultiMedia.

Teaching

vocabulary

Understanding

1.2.1


the theories of teaching listening

and reading .

Teaching receptive

skills.

Comprehending

1.2.1


the theories of teaching speaking

and writing.

Teaching productive

skills.

Comprehending

1.2.1

Students will have sufficient

acquaintance with teaching practices


listening.

Teaching receptive

skill.

Applying 2.1.1


speaking.

Teaching productive

skill.

Applying 2.1.1


reading.

Teaching receptive

skill.

Applying 2.1.1


writing.

Teaching productive

skill.

Applying 2.1.1


and

practice teaching

English as Foreign

Language

Final project. Applying

2.2.3

Students will have sufficient

acquaintance assessment and testing.

Students are able to assess four

language skill (listening,

speaking, reading, and writing).

Assessing and

testing.

Applying

2.2.1

313

2. CMD Course

University Course Name

Contents of the Existing Syllabi The EPG Framework in the

Existing Syllabi

Remark

Course Learning Outcomes Lesson Learning Outcomes Topic

Action Verbs stated

in Course and

Lesson Learning

Outcomes

EPG

Level

Univ. A Learning

Material

Development

and Evaluation

Understand basic concepts about the

use learning materials in teaching

learning process.

.


the course outline and the class

regulations

Course outline. Elaborating 1.1.1 The levels of EPG

implicitly employed

in the course are 1.1

to 2.2. Students are able to overview of

learning materials.

Overview of learning

materials in ELT.

Understanding 1.1.1

Apply knowledge, principles,

practical skills for developing and

evaluating learning materials being

used in teaching learning process.


analyze authentic materials in

ELT.

Authentic materials in ELT. Identifying and

analyzing 1.2.1

Students are able to classify


learning materials design.

Learning taxonomy. Classifying 1.2.3

Students are able to overview

the concept and use of

textbooks.

Overview of textbook. Understanding 1.1.1

Evaluate and develop ELT materials.

Students are able to evaluate

fabricated materials in ELT.

Evaluate and develop

fabricated materials in ELT.

Evaluating 2.1.1


textbook evaluation.

Textbook evaluation. Evaluating 2.1.1


the use of textbooks into

learning process.

Adapting and adopting

textbook into learning

process.

Evaluating 2.2.1


result of various researches

about textbook evaluation.

Textbook evaluation case

studies.

Evaluating 2.1.1


the learning materials being

produced by other students

Learning materials

evaluation.

Evaluating 2.1.1

Design ELT materials. Students are able to produce

learning materials for listening

Learning materials for

listening

Producing 2.2.2

Students are able to produce

learning materials for reading


reading

Producing 2.2.2

314


learning materials for speaking


speaking

Producing 2.2.2


learning materials for writing


writing

Producing 2.2.2

Univ. B Kurikulum dan

Pembelajaran

Kompetensi yang diharapkan setelah

mahasiswa mengikuti kegiatan

perkuliahan mata kuliah ini adalah

mahasiswa memiliki pengetahuan

dan pemahaman mengenai hakekat

kurikulum dan pembelajaran dengan

berbagai unsur dan pendekatan serta

implikasinya terhadap proses

pembelajaran, sebagai landasan

dalam melaksanakan tugas bagi

pendidik dan tenaga kependidikan.

Tujuan yang diharapkan setelah

mahasiswa mengikuti setiap

tahapan perkuliahan pada mata

kuliah ini adalah Mahasiswa

memiliki pengetahuan dan

penguasaan Mata Kuliah

Kurikulum dan Pembelajaran

baik secara teoritis maupun

praktis. Antara lain meliputi:

kedudukan, Konsep, fungsi dan

peranan kurikulum; landasan-

landasan pengembangan

kurikulum; prinsip-prinsip dan

produk pengembangan

kurikulum; komponen-

komponen kurikulum dan

pengembangannya; sejarah

perkembangan dan profil

kurikulum di indonesia;

pengembangan kurikulum masa

depan; model, pendekatan, dan

proses pengembangan

kurikulum; evaluasi dan

perubahan kurikulum; hakekat

belajar dan pembelajaran;

prinsip-prinsip belajar dan

pembelajaran; model dan

pendekatan pembelajaran;

komponen-komponen

pembelajaran; dan inovasi

dalam pelaksanaan

pembelajaran.

Pengertian dan Konsep

Kurikulum.

Understanding 1.1.1 The levels of EPG

implicitly employed


to 2.2. Landasan-landasan

Pengembangan Kurikulum.

Understanding 1.1.1

Komponen-komponen

kurikulum dan

pengembangannya.

Understanding 1.1.1

Prinsip-prinsip

Pengembangan Kurikulum.

Applying 1.2.2

Pendekatan, Model, dan

Prosedur Pengembangan

Kurikulum.

Applying 1.2.2

Evaluasi Kurikulum. Evaluating 2.1.3

Perkembangan Kurikulum

di Indonesia

Analyzing 2.1.3

Pembaharuan kurikulum Analyzing 2.1.3

Konsep Dasar Pembelajaran Analyzing 2.1.3

Komponen-komponen

pembelajaran

Analyzing 2.1.3

Prinsip-prinsip belajar dan

pembelajaran

Analyzing 2.1.3

Pendekatan dan Model

Pembelajaran

Analyzing 2.1.3

Inovasi Pembelajaran Applying 2.2.1

Univ. C Curriculum

and Material

Development

Understand the current curriculum Students can identify the

fundamental reasons of those

kinds of methods.

Historical views of

Language Curriculum and

Development

Identifying 1.1.1 The levels of EPG

implicitly employed


to 2.2.

315

Students can explain the

differences of the three terms.

Component of curriculum.

Explaining 1.1.1

Students understand about

Kurikulum 2013

Kurikulum 2013.

Understanding 1.1.1

Students recognize and

understand the kinds of

syllabus.

Kinds of syllabus.

Recognizing 1.1.1

Students understand about

genre and types of text.

Genre in the classroom. Understanding 1.1.1

Have experience of making lesson

plan

Students are able to arrange the

syllabus.

Workshop of making a

syllabus.

Arranging 1.2.3

Students are able to make

lesson plan.

Workshop making lesson

plan.

Designing 2.1.2

Develop the material

Students are able to recognize

or select the instructional

material using the relevant

sources such as: internet,

articles, books newspapers, and

magazines.

Workshop of material

development.

Recognizing and

selecting 2.2.1

Use the best teaching principles for

language teaching purposes

Students are able to make

assessment.

Workshop of making

assessment.

Designing 2.2.1

Univ. F ELT Material

Development

Mampu menganalisis berbagai

macam materi pembelajaran yang


dicapai

Defining, identifying, and


relationships o curriculum,

syllabus, and materials.

Description of the course,

the competence students

should acquire, the teaching

and learning process, and assignments.

Defining, identifying,

and explaining 1.1.1 The levels of EPG

implicitly employed

in the course are

1.1, 2.1 and 2.2.

Identifying and analyzing roles

of materials in the learning

materials.

Roles of materials in the

learning process.

Identifying and

analyzing 1.1.1

Dapat menggunakan berbagai macam

materi pembelajaran yang sesuai

dengan tujuan yang akan dicapai.

Arranging and relating the

stages including the design,

development, evaluation, and

revision.

Explanation of the stages

including the design,

development, evaluation,

and revision.

Arranging 2.1.2

Categorizing, and analyzing,

needs and learners and setting

the objectives.

Analyzing needs and

learners and setting the

objectives

Categorizing, and

analyzing 2.1.2

Outlining and arranging the Content outline and Arranging 2.1.2

316

content outline and


methods.


methods

Defining and reviewing the

objectives, evaluating strategies,

and collecting and analyzing

data

Reviewing objectives,

evaluating strategies, and

collecting and

analyzing data

Defining and

reviewing 2.1.2

Identifying, and applying the

developing and implementing

revision plan

Developing and

implementing revision plan

Identifying, and

applying 2.1.2

Mendesain berbagai macam materi



bahasa Inggris Plan, design, and costruct

students’worksheets

Designing students’

own materials Designing 2.2.1

Terampil dalam menggunakan

berbagai macam materi pembelajaran

bahasa Inggris

3. Digital Literacy in English Language Education

University Course Name Contents of the Existing Syllabi The EPG Framework in the

Existing Syllabi

Remark

Course Learning Outcomes Lesson Learning Outcomes Topic Action Verbs stated

in Course and

Lesson Learning

Outcomes

EPG

Level

Univ. A ICT in

English

Language

Education

Identify the type of technology that is

appropriate for use in language learning

in the classroom

Students are able to explain the

course outline and the class

regulations

Course outline, and

Class regulations

Explaining 2.1.3 The levels of EPG

implicitly stated in

the syllabus are 1.1,

1.2, 2.1, and 3.1 Students are able to identify and

select the type of technology-

based media are properly used in

the language classroom in

accordance with existing

conditions

Effective Learning-

Teaching Media ICT in

ELT

Identifying and

selecting 2.1.3

Engage actively in technology-based

learning during the lecture takes place


principles used in the preparation

of effective and efficient

technology-based learning

Principles in Designing

Instruction

Explaining 2.1.3

317


benefits of technology-based

language learning to the

development of students

Advantages and

Disadvantages to

integrate Technology

into Language

Classroom

Elaborating 2.1.3


benefits and procedures of using

online reference tools,

1. Dictionaries and

thesaurus

2.Concordances and

coruses,

3. Online translator

engines and online

encyclopedias.

Explaining 2.1.3


notion of e-learning and related e-

learning, cite examples of the

design of e-learning (for example,

hybridization or blended learning,

give examples of the use of e-


E-learning: Online

Teaching and Training

LMS, VLE, SNS and

ESNS

Explaining 2.1.3


concept of Web 2.0, the use of

virtual learning applications, m-


Web 2.0, Virtual

learning application, m-

learning in language

learning.

Explaining 2.1.3


materials being learned

Materials review Explaining 2.1.3

Implement technology-based learning

in the classroom ranging from the use

of simple technology products such

as e-mail through the use of learning

platforms.

Develop technology-based language

learning plan effectively and

efficiently

Students are able to elaborate and

use the types of social software,

procedure on the use of blogs,

wikis and podcasts in learning

English

Blogs, Wikis , and

Podcasts

Elaborating and

applying 2.1.3

Students are able to integrate

technology and language learning

Technology or ICT

based teaching

Integrating 3.1.4

Univ. F English

Language

Teaching

(ELT) Media

Mampu menganalisis berbagai macam

media pembelajaran yang sesuai dengan

tujuan yang akan dicapai

Mampu mengenali

konsep dasar tentang media

dalam pembelajaran Bahasa

Inggris

General overview of the

course, and What is

teaching

media?

Recognizing 2.1.3 The course is

dominated by EPG

level of 2.1, 2.2 and

3.1.

Mampu menguraikan

prinsip-prinsip Media, technology Media, technology

and learning

Elaborating 2.1.3

318

and learning Technology for

learning

Mampu membandingkan

kelebihan dan kekurangan

berbagai macam tipe media

visual

Media and material

Visual principles

Comparing 2.1.3

Mampu menguraikan kelebihan

dan kekurangan media visual dan

audio

Visuals

Audio

Elaborating 2.1.3

Mampu mengklasifikasikan

penggunaan media video dan

komputer dalam

Pengajaran bahasa inggris

Video

Computers

Classifying 2.1.3

Dapat menggunakan berbagai macam

media pembelajaran yang sesuai dengan

tujuan yang akan dicapai.

Mampu memformulasikan

prinsip penggunaan ICT Multimedia

Internet

Intranet

Formulating 2.2.2

Mendesain berbagai macam media



bahasa Inggris

Terampil dalam menggunakan

berbagai macam media pembelajaran

bahasa Inggris

Mampu mendisain

pembelajaran

jarak jauh berbasis

internet

Distance learning and

lesson planning

preparation

Designing 3.1.4

Mampu mendisain dan

menerapkan konsep dan teori

media pembelajaran dalam

praktek mengajar

Teaching simulation Designing 3.1.4

Univ. G Mampu mengidentifikasi dan

menganalisis masalah mutu, relevansi

atau akses pembelajaran bahasa Inggris

Mampu memahami gambaran

umum perkuliahan (kontrak

belajar) dan penjelasan tentang

mata kuliah.

Pengertian media

pembelajaran,

manfaat media

pembelajaran,

jenis dan

klasifikasi media

pembelajaran.

Media

pembelajaran yang

dibutuhkan di

jenjang sekolah

formal.

Pengenalan

kebutuhan untuk

Understanding 2.1.3 The course is

dominated by EPG

level of 2.1, 2.2, and

3.1

319

informasi dan

menentukan sifat

dan luasnya

informasi yang

dibutuhkan.

Mampu memahami tentang


Pengertian inovasi

pembelajaran dan

alasan perlunya

innovasi dalam dunia

pembelajaran

Understanding 2.1.3

Menjelaskan konsep dasar ICT

dan Menjelaskan beberapa contoh

implementasi atau pemanfaatan

ICT dalam dunia

pendidikan/pembelajaran di

sekolah.

Media dan ICT sebagai


dan Pengaruh ICT

terhadap media

pembelajaran.

Explaining 2.1.3

Menganalisis dampak

implementasi ICT dalam

pembelajaran

Dampak positif dan

negative dari ICT

Analyzing 2.1.3

Mengaplikasikan konsep dan prinsip

didaktik pedagogis bahasa Inggris serat

keilmuan bahasa Inggris untuk

melakukan evaluasi dengan

memanfaatkan IPTEKS yang

berorientasi kepada kecakapan hidup.

Mengembangkan media berbasis

ICT dan menjelaskan secara

prinsip aplikasi-aplikasi internet

yang popular

Internet sebagai

sumber utama

sebagai cara berfikir

kritis.

Mempelajari Social

Networking sebagai

media pembelajaran.

Memilih media

Pallete

pembelajaran.

Developing 2.2.2

Mampu menggunakan teknologi

informasi dan komunikasi yang relevan

untuk pengembangan mutu pendidikan

Mempersiapkan desain

pembelajaran Menerapkan ICT

dalam

pembelajaran

Mengembangkan

media berbasis ICT

dan menjelaskan

aplikasi-aplikasi

internet yang

popular saat ini.

Applying and

designing 3.1.4

320

Mempersiapkan

Desain

pembelajaran

berbasis ICT IKIP.

4. Language Learning Theories and Strategies

University Course

Name

Contents of the Existing Syllabi The EPG Framework in the

Existing Syllabi

Remark

Course Learning Outcomes Lesson Learning Outcomes Topic Action Verbs

stated in Course

and Lesson

Learning

Outcomes

EPG

Level

Univ. E Teaching and

Learning

Strategy

Students are

able to teach using the

strategy of teaching before

applying them in the field of

teaching, especially language

teaching

Students are able to understand the

Teaching and Learning course outline.

Introduction Understanding 1.2.1 The level of EPG

implicitly employed

in the course is 1.2 Students are able to understand the

explanation of teaching and learning.

Teaching and Learning Understanding 1.2.1


Kemp, ADDIE, and Dick Carey Model.

Approach, Strategy, Method,

Model, and Technique in TLS

Understanding 1.2.1


Inductive thinking and concept attainment

model

Teaching Model Background Understanding 1.2.1


scientific inquiry and inquiry training

model.

Models of Teaching Understanding 1.2.1


cognitive growth and advance organizer

model.



problem based learning and problem

solving learning model.



synectics and awareness training model.



classroom meeting, role playing, and

social simulation model.


Students are able to understand the STAD

and JIGSAW model.


Students are able to understand the Models of Teaching Understanding 1.2.1

321

outbound activities, icebreaking and

energizer model.


evaluation process in teaching and

learning

Evaluation of Teaching and

Learning

Understanding 1.2.1

Univ. H Teaching and

Learning

Strategies

Identify the basic concepts in

TEFL Students are able to identify and

explain the nature of the course, the

objective, the general rules, the

coverage of the materials, and the

evaluating system.


concepts of teaching and teaching

methodology.

The concept of the nature

of the course

General Overview of the

course—the course

regulations, the learning

outcomes to attain, the

course objectives, the

content of the course,

assignments, and the

evaluation systems.

The concepts of teaching

and teaching

methodology

Identifying and

explaining

1.2.1 The levels of EPG

implicitly employed

in the course are

1.2, 2.1 and 2.2.

Explain and discuss the basic

concepts in EFL

Students are able to explain the concepts

of learning and learners— learning

conditions, learner characteristics, styles,

and strategies

Knowing the Learners

and their

characteristics—theories,

styles and strategies of

learning.

The teacher roles.

Explaining 1.2.1

Identify the principles of

teaching and learning EFL Students are able to explain the principles

of language teaching and learning.

The principles of language

teaching and learning—

cognitive, affective, and

linguistic principles

Explaining 1.2.1 Explain and discuss the

principles of teaching and

learning EFL

Identify principles of

approaches and methods in

EFL teaching

Students are able to explain the history of

language teaching covering approaches,


A Methodical History of

Language Teaching

illustrated by teaching

models from video.

GTM, Audio lingual

Methods, Silent Way,

TPR, Communicative

language Teaching,

Suggestopaedia

Explaining

2.1.1

Explain and discuss

approaches and methods in

EFL teaching

Compare approaches and

methods in EFL teaching

Identify the teaching Students are able to explain the activities Lesson planning & classroom Explaining 2.1.3

322

practices at Junior High

Schools, Senior High

Schools, and Vocational

Schools as Models for their

Teaching Practices for

teaching demonstration in the

Micro Teaching;

the student teachers do during the

teaching practice, for example the lesson

plan used in some SekolahMitra.

management

Apply the knowledge and

understanding of lesson

planning, teaching and

learning strategies and

assessment in the English

classroom.


explain the theories and basic concepts

of teaching listening, speaking,

reading, and writing.


explain the theories and basic concepts

of teaching integrated skills.

Teaching Listening:

Theories and Modeling

from Harmer’s and

Harrell’s Video

Teaching listening

demonstration

Teaching Speaking:

Theories and Modeling—

Videos or teaching

demonstration

Teaching speaking

demonstration.

Teaching Reading:


Videos or teaching

demonstration

Teaching reading

demonstrations

Teaching Writing using

Genre-based Approach:


Videos or teaching

demonstration

Teaching writing

demonstrations

Teaching Integrated

Skill: Theories and

Modeling—Videos or

teaching demonstration

Identifying and

explaining

2.1.1

Write a lesson plan to be

used for teaching

demonstration in the micro

Students are able to apply the theories in

practice.

Teaching demonstration in

the micro teaching laboratory

as the final exam Demonstrating 2.2.3

323

teaching.

Evaluate his/her peer in the

micro teaching.

324

The Evaluation Sheet

Instrument of Measuring the Incorporation of ICT Competence in the Syllabuses

Name of Course: English Language Teaching Methodology Date :___________________

Expert‘s Name:

Purpose of Evaluation: The evaluation form is intended to evaluate the prototype design syllabuses of Theoretical Key Teaching Competences integrated by ICT competences. It is focused to evaluate the

accommodated-ness of ICT competences in Syllabus components

Instructions: 1). Put checklist (√) in the column “Implicit”, if the ICT competences stated implicitly in the syllabus components.

2). Put checklist (√) in the column “Explicit”, if the ICT competences stated explicitly in the syllabus components.

3). Give remarks in “Note” column if necessary.

No. The Components

of the Syllabus The Statements The Indicators of ICT Competences

Incorporations of

ICT Competences

on Syllabus

Components Notes

Implicit Explicit

1. Course

Information

Subject : English Language Teaching

Methodology

Credit : 3 SKS

Semester : 4

Lecturer :

Lecturer Code :

Email : [email protected]

Course’s URL:

https://padlet.com/webweby20/gvc0483e841z

TL10: Create an email account for a

sustained series of email

correspondence.

KD6: Use online technology or

websites to deliver teaching or

support material.

KD7: Use an electronic forum (e.g.,

blog) to post information for

students about the class.

KD9: Demonstrate the integration of

the technology in innovative

ways.

KD20:Provide learning opportunities

outside the classroom for

individual differences through

ICT.

KC2:Design blended learning

modules using a learning

management system.

mailto:[email protected]


325

2. Course

Description

This course covers major theories of approaches and methods to language

teaching as well as their applications, with reference to EFL

teaching/learning in the Indonesian context theoretically and practically.

This course allows students to obtain knowledge of approaches and methods

to language teaching, give experiences for students in applying approaches

and methods in a limited context of learning, and develop students’ ability

and creativity in implementing methods derived from the philosophy and

principles of teaching English language art indifferent levels of educational

institutions. The main topics to be covered include students’ knowledge of

approaches, methods, and techniques, the approaches, methods and

techniques of English teaching and learning on the 19th and Early to Mid-

20th Century, the Mid-to-Late-20th Century, Post method Era, and the

scientific approach. Students’ practices in implementing approaches,

methods, and techniques English teaching and learning on the 19th and

Early to Mid-20th Century, the Mid-to-Late-20th Century, Post method Era,

and the scientific approach are also the main topics covered in the course.

To achieve the effective results of learning, this course supports students to

employ ICT tools (LCD, computer, laptop, cell phone, internet, websites, e-

mail, PowerPoints, etc.), access the course’s website (Padlet) and other

websites in maintaining independent learning, and encourage students to

involve various ICT tools creatively in their learning process.

TL21: Utilize technology tools to expand

upon a conventional activity.

TL27:Implement the digital

technology in classroom

including software

programs, database, or

webpages.

KD8:Demonstrate the integration of the

technology in innovative ways.

KD31: Apply ICT to access and share

resources to support their

activities and their own


KC2: Design blended learning

modules using a learning

management system.

KC3 :Adapt relevant learning

experiences that incorporate

digital tools and resources to

promote students’ learning and

creativity.

3. Program Study

Learning

Outcomes

Keterampilan Umum:

• Menerapkan pemikiran logis, kritis, sistematis, dan inovatif dalam

konteks pengembangan atau implementasi ilmu pengetahuan dan/atau

teknologi sesuai dengan bidang keahliannya.

• Mengkaji implikasi pengembangan atau implementasi ilmu

pengetahuan, teknologi atau seni sesuai dengan keahliannya

berdasarkan kaidah, tata cara dan etika ilmiah untuk menghasilkan

solusi, gagasan, desain, atau kritik seni serta menyusun deskripsi

saintifik hasil kajiannya dalam bentuk skripsi atau laporan tugas akhir.

Keterampilan Khusus:

• Merencanakan, menerapkan, mengelola, mengevaluasi pembelajaran,

serta melakukan perbaikan metode dan proses belajar Bahasa Inggris

dengan memanfaatkan IPTEK yang berorientasi pada kecakapan hidup

di tingkat dasar, menengah, dan atas.

• Mampu menggunakan teknologi informasi dan komunikasi yang

relevan untuk pengembangan mutu pendidikan.



ways.

KD23: Implement the ICT tools to

support learner centered

strategies based on the needs of

the students.

KC9: Apply ICT to develop students'

communications and

collaboration skills.

326

Pengetahuan:

• Menguasai konsep, prinsip, teknik dan langkah-langkah perencanaan,

pelaksanaan, dan evaluasi pembelajaran bahasa Inggris dengan

memanfaatkan IPTEKS yang berorientasi pada kecakapan hidup di

tingkat dasar dan menengah secara mendalam.

4. Course Learning

Outcomes

At the end of the course, students are expected to be able to: (1) Identify

different language learning theories and methods, (2) Understand different

language theories and methods, (3) Analyze techniques and materials for

two or more levels, (4) Evaluate a practical perspective of the suitability of

techniques and materials for different teaching contexts, and (5)Apply a

variety of teaching methods, techniques and activities with the support of

various ICT tools such as LCD, computer, laptop, cell phone, speakers,

internet, Ms. Office, Ms. PowerPoint, websites, emails, etc. that can provide

learning opportunities outside the classroom, initiate independent learning

for students, and improve students’ creativity in learning this course by

employing ICT tools.

TL21: Utilize technology tools to

expand upon a conventional

activity.

TL28: Implement the digital


technology include software


webpages.

KD3: Develop technology-enriched

learning environments that

enable all students to pursue


KD19: Provide learning opportunities



ICT.

KC3: Adapt relevant learning



promote student learning and

creativity.

5. Lesson Learning

Outcomes Week 1:

Students are able to understand the course outline and the class

regulations.

Students are able to identify and comprehend the differences of

approaches, methods, and techniques in English language teaching.

Students are able to access the document that informs the course outline

and the class regulations attached on Padlet.

Week 2-3:

Students are able to identify and comprehend the approaches, methods

TL1: Use the search engines in

computer devices.

TL3: Recognize how a browser

works to access a website.

TL4: Implement the several ICT

resources for online reading.

TL5: Use ICT resources to enhance

productivity.

Digital classroom

platforms.

Websites

327

and techniques of English teaching and learning on the 19th and Early

to Mid-20th Century.

Students are able to identify and comprehend the approaches, methods

and techniques of English teaching and learning at The Mid-to-Late-

20th Century.

Students are able to access websites and the digital platform of the

course (Padlet) in finding more references, create slides for the

presentation, and employ a reference management tool such as

Mendeley.

Week 4-5:

Students are able to identify and comprehend approaches, methods and

techniques of English teaching and learning at the post method era.




Mendeley.

Week 6:

Students are able to identify and comprehend the scientific approach.




Mendeley.

Week 7:

Students are able to analyze the strengths and weaknesses of

approaches, methods, and techniques of English teaching and learning.


course (Padlet) in finding more references, and employ a reference

management tool such as Mendeley.

Week 9-10:

Students are able to analyze the challenges of implementing

Kurikulum 2013 by referring to research articles conducted by some

Social Sites

TL6: Demonstrate the use of

common hardware in

supporting teaching learning

activity, such as:

• Laptop

• Projector

• LCD TV

• DVD player

• Speaker

TL7: Use presentation software and

digital resources to support

instruction, such as:

• PPT

• Prezi

• Canva

• Keynote

TL10: Demonstrate the basic tasks

and use word processors, such

as:

• Microsoft office

• WPS

• text entry

• editing text

• formatting text

TL12: Distinguish the use of ICT

resources for individuals and

small groups of students in the

regular classroom such by

employing digital classroom

platforms (Google classroom,

Edmodo, Moodle, Padlet) ,

social sites (Email, WhatsApp,

Facebook, and Blogspot), etc.

TL17: Use resources from

websites.

328

educators.



presentation by Ms. PowerPoint, and employ a reference management

tool such as Mendeley.

Week 11:

Students are able to evaluate scientific approach since the approach is

employed in the national curriculum.

Students are able to create slides for the presentation, and employ

word-processing software and a reference management tool such as

Mendeley.

Week 12-13:

Students are able to demonstrate teaching simulation by integrating

skills for junior and senior high school level and employing any

approaches, methods, and techniques of ELT that have been discussed.

Students are able to find more resources for the teaching materials

from the websites such as www.teachingenglish.co.uk,

www.bbc.co.uk, en.islcollective.com, etc.

Students are able to design the ICT-integrated teaching learning

activities by employing ICT tools such as laptops, speakers, and LCD

projector, software such as Ms. PowerPoint, Prezi, Media Player, etc.,

and online applications such as Padlet, Google Classroom, etc., in

delivering the materials.

Week 14-15:

Students are able to demonstrate teaching simulation with scientific

approach for junior and senior high school level.

Students are able to find more resources for the teaching materials from

the websites such as www.teachingenglish.co.uk, www.bbc.co.uk,

en.islcollective.com, etc.

Students are able to design the ICT-integrated teaching learning

activities by employing ICT tools such as laptops, speakers, and LCD

projector, software such as Ms. PowerPoint, Prezi, Media Player, etc.,

TL23: Ensure that students understand

how to use the technology to

meet instructional goals.

KD3: Engage students in exploring

real-world issues and solving

authentic problems using








support material.



ways.

KD14: Adapt technology-based

activities and tasks to align

with the learning goals and

with the needs and abilities of

the students.




ICT.

KD20: Implement technology into

language instruction reduces

teacher-centered understanding

and students’ language learning

anxiety but encourages them to

be risk takers to practice target

language as they are digital

natives.




329

online applications such as Padlet, Google Classroom, etc., in


the students

KD24: Implement ICT tools to

develop students’ higher order

skills and creativity.





creativity.


communications and


KC12: Incorporate multimedia

production, web production and

publishing technologies into

their projects in ways that

support students’ ongoing


communication with other

audiences.

KC13: Prepare teaching materials

using basic technological tools

(e.g., word-processing

software, presentation software,

and software that creates


6. Teaching Media Hardware: Handout, Laptop, LCD

Projectors, Speakers, etc.

Software: Ms. Word, Ms. PowerPoint,

Browsers (Google Chrome,

Mozilla Firefox), etc.

Online Applications: Padlet, Gmail,

Prezi, etc.


productivity.


Websites

Social Sites


common hardware in


activity, such as:

• Laptop

• Projector

• LCD TV

• DVD player

330

• Speaker




• PPT

• Prezi

• Canva

• Keynote





webpages.

TL31: Provide different types of ICT

facilities and availabilities for

teaching materials.



support material.

KD7: Use an electronic forum (e.g.,

blog) to post information for

students about the class.





creativity.








audiences.

7. Teaching

Methods Week 1-6

Lecturing:

a. The lecturer employs a laptop, LCD TV or LCD Projector in presenting


computer devices.


331

the material.

b. The lecturer employs Ms. PowerPoint to create slides that discuss the

material.

Discussion:

a. Students search and discuss additional information related to the

material explained by the lecturer by accessing Internet through their

laptops smartphones or tablets.

b. Students are allowed to access websites that provide the research

articles, such as researchgate.net, academia.edu, etc. and access e-books

provided in websites and the digital platform of the course (Padlet).

Presentation:

Students present their discussion with the assistance of their laptops, Ms.

PowerPoint, and LCD Projector.

Week 7:

Lecturing:

The lecturer employs a laptop, LCD TV or LCD Projector in presenting

the material.

The lecturer employs Ms. PowerPoint to create slides that discuss the

material.

Discussion and Discovery Learning :

Students search and discuss additional information related to the



Students are allowed to access websites that provide the research



Week 9-10:

Lecturing:

The lecturer employs a laptop, LCD TV or LCD Projector in presenting

the material.

The lecturer employs Ms. PowerPoint to create slides that discuss the

material.

Discussion and Problem Based Learning:




productivity.

Digital classroom

platforms

Websites

Social Sites


common hardware in


activity, such as:

• Laptop

• Projector

• LCD TV

• DVD player

• Speaker




• PPT

• Prezi

• Canva

• Keynote



meet instructional goals (e.g.,

teach students how to evaluate

online resources).

TL27: Implement mobile device that

employ a computer at their core

such as cell phones, personal

digital assistant (PDA), MP3

player and etc.

KD1: Use software for handling

images, DVDs, and sound

files.



authentic problems using digital

332






Presentation:



Week 11:

Discussion:







Presentation:



Week 12-15:

Teaching Demonstration:

Students are allowed to find more resources for the teaching materials

from the websites such as www.teachingenglish.co.uk, www.bbc.co.uk,


Students are allowed to employ ICT tools such as laptops, speakers,

and LCD projector, and software such as Ms. PowerPoint, Prezi, Media

Player, etc. in delivering the materials.

tools and resources.







support material.



ways.




ICT.








natives.

KD22: Implement the ICT tools in

methods and strategies of

learning activity to maximize

students’ learning.




KD28: Implement collaborative,

project-based learning and ICT

in supporting student thinking

and social interaction, as

students come to understand

key concepts, processes, and

skills in the subject matter and


problems.

333





creativity.


communications and









audiences.







8. Course

Materials Approaches, Methods, Techniques in English language Teaching

The approaches, methods and techniques of English teaching and

learning on the 19th and Early to Mid-20th Century.


learning at The Mid-to-Late-20th Century.


learning at the post method era.

Scientific Approach

Teaching simulation of integrated skills.

Teaching simulation of scientific approach.

Note:

The files supporting course materials such as e-books, journal articles,

etc. are uploaded in the course’ Padlet.


productivity such as

• Digital classroom

platforms

• Websites

• Social Sites

TL16: Use potential teaching

material on the internet.



support material.

KD11: Demonstrate the use of ICT

tools to organize and retrieve

materials and students’ data.

9. Indicators Week 1: TL1: Use the search engines in

334

Students’ ability in identifying and comprehending the differences of

approaches, methods, and techniques in teaching English by employing PPT

slides, word processing software and a reference management tool.

Week 2-3:

Students’ ability in identifying and comprehending the underlying

principles of Grammar Translation Method, Direct Method, Audiolingual

Method, Silent Way, Suggestopedia, and Total Physical Response by PPT

slides, word processing software and a reference management tool.

Week 4-5:


principles of Communicative Language Teaching, Task-Based Language

Teaching, Content-Based Instruction, and Cooperative Learning by

employing PPT slides, word processing software and a reference

management tool.

Week 6:


principles of scientific approach and other approaches that support the

scientific approach such as Discovery Learning, Inquiry Learning, Problem

Based Learning, and Project Based Learning by employing PPT slides,

word processing software and a reference management tool.

Week 7:

Students’ ability in analyzing the strengths and weaknesses of the

approaches, methods, and techniques in ELT by employing word processing

software and a reference management tool.

Week 9-10:

Students’ ability in analyzing the challenges of implementing Kurikulum

2013 by employing PPT slides, word processing software and a reference

management tool.

Week 11:

Students’ ability in evaluating teaching demonstration shown in videos by

employing PPT slides, word processing software and a reference

management tool.

computer devices.





TL6 Demonstrate the use of

common hardware in


activity, such as:

• Laptop

• Projector

• LCD TV

• DVD player

• Speaker




• PPT

• Prezi

• Canva

• Keynote

TL10: Demonstrate the basic tasks

and use word processors, such

as:

• Microsoft office

• WPS

• text entry

• editing text

• formatting text

• printing

TL17: Use resources from websites.



meet instructional goals.





webpages.

335

Week 12-13:

Students’ ability in performing the teaching demonstration by allowing

them to find more resources for the teaching materials from some webistes

and employing ICT tools such as laptops, speakers, and LCD projector, and

software such as Ms. PowerPoint, Prezi, Media Player, etc. in delivering the

materials.

Week 14-15:

Students’ ability performing the teaching simulation by employing ICT

tools such as laptops, speakers, and LCD projector, software such as Ms.

PowerPoint, Prezi, Media Player, etc. and online applications in delivering

the materials.

KD2: Coordinate project work with

digital media (using, for

example, a camera, the internet,

social networks)



authentic problems using digital

tools and resources.







ways.








natives.












problems.

KC1: Create lessons with

downloaded texts, pictures,

graphics, etc.


336




creativity.

KC5: Design relevant materials to

test students’ achievement in

all skills and look for the

appropriate ICT that can be

used.


communications and









audiences.







10. Learning

Activities

Week 1:

The lecturer presents the course outline by Ms. PowerPoint.

The lecturer informs Padlet, as the digital classroom platform for

sharing the materials and e-books, submitting projects or tasks,

providing some e-books, etc., and it can be accessed through their

laptops, tabs, and smartphones.

Students provide the contribution and their ideas on the course outline

and class regulations.

Students present their understanding in the differences of approaches,

methods, and techniques in teaching English with the assistance of their






productivity.

Digital classroom

platforms

Websites

Social Sites


common hardware in

337

laptops, Ms. PowerPoint, and LCD Projector.

Week 2-3:

Students discuss and work in a group on the topic by finding more

information related to the material discussed from websites that provide

the research articles, such as researchgate.net, academia.edu, etc., e-

books provided in websites and the digital platform of the course

(Padlet).

Students identify and comprehend the underlying principles of

Grammar Translation Method, Direct Method, Audiolingual Method,

Silent Way, Suggestopedia, and Total Physical Response and present

their understanding with the assistance of their laptops, Ms.


Week 4-5:





(Padlet).


Communicative Language Teaching, Task-Based Language Teaching,

Content-Based Instruction, and Cooperative Learning and present their

understanding with the assistance of their laptops, Ms. PowerPoint, and

LCD Projector.

Week 6:





(Padlet).


scientific approach and other approaches that support the scientific

approach such as Discovery Learning, Inquiry Learning, Problem


activity, such as:

• Laptop

• Projector

• LCD TV

• DVD player

• Speaker



instruction.

TL8: Recognize the basic function of


software package to create a

simple graphic display.

TL21: Recognize the use of new

technologies for teaching

learning activities and

professional purposes (e.g.,

podcasts for listening and

speaking, blogs for writing and

reading).



meet instructional goals (e.g.,

teach students how to evaluate

online resources).





webpages.

TL28: Implement the relevant

application in teaching and

learning process such as word

processing, dictionaries, and a

web browser.

KD 1: Use software for handling

images, DVDs, and sound files.


338

Based Learning, and Project Based Learning, and present their

understanding with the assistance of their laptops, Ms. PowerPoint, and

LCD Projector.

Week 7:

The lecturer instructs students to form a group and choose three

methods that will be analyzed.

Students discuss and analyzed the strengths and weaknesses of the three

methods in a group by finding more information related to the material

discussed from websites that provide the research articles, such as

researchgate.net, academia.edu, etc., e-books provided in websites and

the digital platform of the course (Padlet).

Students write their analysis by employing word processing software a

reference management tool such as Mendeley in providing citation and

references.

Students submit their analysis paper to the course’s Padlet as the mid-

test.

Week 9-10:





(Padlet).

Students analyze the challenges of implementing Kurikulum 2013 by

referring to research articles conducted by some educators.

Students share their analysis with the assistance of the assistance of

their laptops, Ms. PowerPoint, and LCD Projector.

Week 11:

The lecturer shows the video of teaching demonstration performed by a

teacher.

Students share their ideas, criticize, and give the feedbacks regarding

videos of teaching demonstration shown by the lecturer with the




KD7: Implement lesson plans

obtained from other teachers

via Internet.

KD10: Demonstrate the understanding

of various features of social

media, blogs, and electronic





KD14: Adapt technology-based

activities and tasks to align

with the learning goals and

with the needs and abilities of

the students.

KD18: Use different materials for each

lesson to present a certain

similar topic.




ICT.








natives.

KD21: Implement ICT tools in solving

simple and complex

explanation in teaching and


KD22: Implement the ICT tools in

339

assistance of their laptops, Ms. PowerPoint, and LCD Projector.

Week 12-13:

Students perform a team-teaching simulation of integrated skills the by

finding more resources for the teaching materials from the websites such as

www.teachingenglish.co.uk, www.bbc.co.uk, en.islcollective.com, etc., and

employing ICT tools such as laptops, speakers, and LCD projector, and

software such as Ms. PowerPoint, Prezi, Media Player, etc., and online

applications such as Padlet, Google Classroom, etc. in delivering the

materials.

Week 14-15:

Students perform teaching simulations of scientific approach employment in

the form of a team teaching by finding more resources for the teaching

materials from the websites such as www.teachingenglish.co.uk,

www.bbc.co.uk, en.islcollective.com, etc., and employing ICT tools such as

laptops, speakers, and LCD projector, software such as Ms. PowerPoint,

Prezi, Media Player, etc., and online applications such as Padlet, Google

Classroom, etc. in delivering the materials.

methods and strategies of

learning activity to maximize

students’ learning.




the students.







and social interaction.

KD29:Structure unit plans and classroom

activities so that open-ended

tools and subject-specific

applications will support

students in their reasoning

with, talking about, and use of

key subject matter concepts and

processes while they

collaborate to solve complex

problems.

KD30: Manage student project-based

learning activities in a

technology-enhanced

environment.

KD31: Apply ICT to access and share

resources to support their

activities and their own


KC1: Create lessons with

downloaded texts, pictures,

graphics, etc.





340

creativity.

KC6: Design teaching and learning

activities of ICT integration to

acquire the skills of searching

for, managing, analyzing,

evaluating and using

information.

KC7: Design units of study and

classroom activities that

integrate a range of ICT tools

and devices to help students

acquire the skills of reasoning,

planning, reflective learning,

knowledge building and

communication.

KC8: Design online materials that

support students’ deep

understanding of key concepts

and their application to real

world problems.







KC14: Modify learning activities to

address students ‘diverse

learning styles, working

strategies, and abilities using


11. Assessments Presentations:

Employing laptops, Ms. PowerPoint or other software in making the slides.

Written Summary:

Using word processing software such as Ms. Word, using a reference

management tool such as Mendeley in providing citation and references,

and submitting the summary of the discussed topic to the course’ Padlet.


productivity.


Websites

Social Sites


common hardware in

341

Written Analysis:

A written analysis by using word processing software such as Ms. Word,

using reference management tool such as Mendeley in providing citation

and references, and submitting the summary of the discussed topic to the

course’ Padlet.

Written Evaluation:

A written evaluation by using word processing software such as Ms. Word,

using reference management tool such as Mendeley in providing citation

and references, and submitting it to the course’ Padlet.

Performance Assessment:

Doing the teaching simulation by finding more resources for the teaching

materials from the websites such as www.teachingenglish.co.uk,

www.bbc.co.uk, en.islcollective.com, etc., and employing ICT tools such as

laptops, speakers, and LCD projector, and software such as Ms.

PowerPoint, Prezi, Media Player, etc. and online applications in delivering

the materials.


activity, such as:

• Laptop

• Projector

• LCD TV

• DVD player

• Speaker




• PPT

• Prezi

• Canva

• Keynote

TL8: Recognize the basic function of


software package to create a

simple graphic display, such as:

• PPT

• Keynote

• Inkspace

• pixlr


websites.

TL25: Demonstrate familiarity with a

variety of forms of assessment

that employ technology.

TL32: Provide graded and non-graded

practice reviews, quizzes, and

examinations.

KD1: Coordinate project work with

digital media (using, for

example, a camera, the internet,

social networks) internet, social

networks).

KD12: Evaluate students’ works that

are posted in blogs, social

medias, or electronic mails.

KD14: Use computer-based

http://www.bbc.co.uk/

342

diagnostic, formative, and

summative testing where

feasible.

KD15: Use technology-enhanced

assessment results to plan

instruction.


facilitate a variety of effective

assessment and evaluation

strategies.

KD26: Implement ICT tools in

assessing student learning of

subject matter using a variety

of assessment techniques.

KD27: Apply knowledge- and

performance-based rubrics that

allow teachers to assess

students’ understanding of key

subject matter concepts, skills,

and processes.









problems.

KC4: Provide students with multiple

and varied formative and

summative assessments aligned

with content and technology

standards and use resulting data

to inform learning and

teaching.

KC10: Develop both knowledge- and

performance-based rubrics to

assess their own understanding

343

of key subject matter and ICT

skills.

12. References References

1. Main Readings:

Richards, J.C, & Rodgers, T,S. 2001. Approaches and Methods in

Language Teaching. Cambridge: Cambridge University Press.

Harmer, J. 2005. The Practice of English Language Teaching.

Malaysia: Pearson

Brown, H.D. 2003. Teaching by Principles. London: Longman

Freeman, Diane Larsen. 2001. Techniques and Principles in Language

Teaching. Oxford: Oxford University Press.

2. Supplementary Readings:

Ur, P. 1999. A Course in Language Teaching Practice and Theory.

New York: Cambridge University Press.

Daryanto. 2016. Pendekatan Pembelajaran Saintifik Kurikulum 2013.

Yogyakarta: Penerbit Gaya Media.

Slavin, Robert. E. 1990. Cooperative Learning. New York: Prentice

Hall.

https://www.academia.edu/

https://www.researchgate.net/


computer devices.

TL2: Identify the use of the Internet

and the World Wide Web.






productivity.

Digital classroom

platforms

Websites

Social Sites


websites.


websites to deliver

teaching or support

material.

KD8: Use an electronic forum

(e.g., blog) to post

information for students

about the class.

KD9: Demonstrate the integration

of the technology in

innovative ways.

13. Course Policy Academic Dishonesty:

In avoiding the plagiarism in an academic work and cheating in an exam,

the students‘ works will be checked. Details on plagiarism may be found at

http://www.plagiarism.org.

Missed Exams/Assignments:

A student who, without notice or permission, misses an exam or assignment

shall be given grade D for the exam/assignment concerned. The soft files of

TL33: Demonstrate the responsibility

in using technology systems,






http://www.plagiarism.org/

344

student’s assignment will be collected in the course’s Padlet:


production, web production

and publishing technologies

into their projects in ways that




audiences.


345

The Syllabuses

Course Information:

Subject : Language Learning Theories and Strategies

Credit : 3 SKS

Semester : 5

Lecturer :

Lecturer Code :


Course’s URL : https://padlet.com/webweby20/o4mz0u37lew4

Time Allocation: 16 Meetings x @150 Minutes

Course Description:

This course covers various strategies of teaching productive and receptive skills and components based on the theories in language learning. Through this course, students are

expected to be able to obtain knowledge in identifying, comprehending, discussing and applying the theories of teaching and learning into practice. Therefore, this course will discuss a

number of different theoretical views and concepts as well as principles of EFL methodology that become the sources and foundations for classroom practices. The topics to be covered

include students’ knowledge of: (1) approaches, methods, and techniques in English language teaching, (2) initiating classroom interaction, and giving feedbacks, (3) the observation of

teaching and learning process, (4) the principles of teaching pronunciation and vocabulary, (5) the principles of teaching listening and speaking, and(6) the principles of teaching integrated

skills. The students’ practices in demonstrating teaching and learning activities are also the main topics covered in the course. To maximize the results of learning, this course supports

students to employ ICT tools (LCD, computer, laptop, cell phone, internet, websites, e-mail, PowerPoints, etc.), access the course’s website (Padlet) and other websites in maintaining

independent learning, and encourage students to integrate various ICT tools creatively in their learning process.

Program Learning Outcomes (CPL-Prodi):

Sikap:

• Bekerja sama dan memiliki kepekaan sosial serta kepedulian terhadap masyarakat dan lingkungan.

• Menunjukkan sikap bertanggungjawab atas pekerjaan di bidang keahliannya secara mandiri.

• Menginternalisasi semangat kemandirian, kejuangan, dan kewirausahaan

Keterampilan Umum:

• Menerapkan pemikiran logis, kritis, sistematis, dan inovatif dalam konteks pengembangan atau implementasi ilmu pengetahuan dan/atauteknologi sesuai dengan bidang keahliannya.

• Mengkaji implikasi pengembangan atau implementasi ilmu pengetahuan, teknologi atau seni sesuai dengan keahliannya berdasarkan kaidah, tata cara dan etika ilmiah untuk

menghasilkan solusi, gagasan, desain, atau kritik seni serta menyusun deskripsi saintifik hasil kajiannya dalam bentuk skripsi atau laporan tugas akhir.


https://padlet.com/webweby20/o4mz0u37lew4

346


Mahir berbahasa Inggris lisan dan tulisandalam konteks keseharian/umum, akademis, dan pekerjaan setara tingkat post-intermediate.

• Merencanakan, menerapkan, mengelola, mengevaluasi pembelajaran, serta melakukan perbaikan metode dan proses belajar Bahasa Inggris dengan memanfaatkan IPTEK yang

berorientasi pada kecakapan hidup di tingkat dasar, menengah, dan atas.

• Mampu menggunakan teknologi informasi dan komunikasi yang relevan untuk pengembangan mutu pendidikan.

Pengetahuan:

• Menguasai konsep teoritis kebahasaan dan teknik berkomunikasi lisan dan tulisan umum (general English) dalam konteks keseharian/umum, akademis, dan pekerjaan setara tingkat

post-intermediate.

• Menguasai konsep, prinsip, teknik dan langkah-langkah perencanaan, pelaksanaan, dan evaluasi pembelajaran bahasa Inggris dengan memanfaatkan IPTEKS yang berorientasi pada

kecakapan hidup di tingkat dasar dan menengah secara mendalam.

• Menguasai konsep teoritis tentang pedagogi.

Course Learning Outcomes:

At the end of the course, students are expected to be able to: (1) Identify different language learning theories and methods, (2) Understand different language theories and methods,

(3) Analyze techniques and materials for two or more levels, (4) Apply a variety of teaching methods, techniques and activities, and (5) Evaluate a practical perspective of the suitability of

techniques and materials for different teaching contexts with the assistance of various ICT tools such as LCD, computer, laptop, cell phone, speakers, internet, Ms. Office, Ms. PowerPoint,

websites, emails, etc. that can provide learning opportunities outside the classroom, initiate independent learning for students, and improve students’ creativity in learning this course by

employing ICT tools.

Teaching Media: a. Hardware: Handout, Laptop, LCD Projectors, Speakers, etc.

b. Software: Ms. Word, Ms. PowerPoint, Browsers (Google Chrome, Mozilla Firefox), etc

c. Online Applications: Padlet, Gmail, Prezi, etc.

Course Calendar

Week Lesson Learning Outcomes Indicators Course Materials

(Topics)

Teaching Methods Learning Activities Assessments

1 Students are able to

understand the course

outline and the class

regulations.


Students’ ability

in identifying and

explaining the

differences of

approaches,

methods, and

Course Outline

Approaches,

Methods,

Techniques in

English language

Lecturing:

The lecturer informs

Padlet, as the digital

classroom platform

for sharing the

The lecturer presents the

course outline and materials

by Ms. PowerPoint.

The lecturer informs Padlet,

as the digital classroom

Presentation:

Students with their groups do

the presentation with the use

of laptops, Ms. PowerPoint or

other software in making the

347

and explain the differences

of approaches, methods, and

techniques in English

language teaching.

Students are able to access

the document that informs

the course outline and the

class regulations attached on

Padlet.


websites and the digital

platform of the course

(Padlet) in finding more

references, create slides for

the presentation and employ

a reference management


techniques in

English language

teaching by

employing PPT

slides, word

processing

software and a

reference

management tool.

teaching. materials, submitting

projects or tasks,

providing some e-

books, etc.

The lecturer employs

a laptop, LCD TV or

LCD Projector, and

Ms. PowerPoint in

creating and

presenting the course

outline and materials.

Discussion:

c. Students search and

discuss additional

information related

to the material

explained by the

lecturer by accessing

Internet through their

laptops smartphones

or tablets.

d. Students are allowed

to access websites

that provide the

research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books

provided in websites

and the digital

platform for sharing the

materials and e-books,

submitting projects or tasks,

providing some e-books,

etc., and it can be accessed

through their laptops, tabs,

and smartphones.

Students provide the

contribution and their ideas

on the course outline and

class regulations.

Students have the same

perception regarding the

course outline and class

regulations within a

semester.

Students discuss and work

in a group of the topic.

Students present their

understanding in

approaches, methods, and

techniques in English

language teaching with the

assistance of their laptops,

Ms. PowerPoint, and LCD

Projector.

slides.

A summary of the topic

discussed:

Students write the

summary of a topic that

has been discussed by

using word processing

software such as Ms.

Word.

Students are allowed to

use reference management

tool such as Mendeley in

providing citation and

references.

Students submit the

summary of the discussed

topic to the course’ Padlet.

348

platform of the

course (Padlet).

Presentation:


discussion with the

assistance of their

laptops, Ms.

PowerPoint, and LCD

Projector.

2 Students are able to identify

and explain the principles of

language teaching and

learning.






the presentation and employ a

reference management tool

such as Mendeley.

Students’ ability

in explaining the

principles of

language teaching

and learning by

presenting it

through PPT

slides, word

processing

software and a

reference

management tool.

The principles of

language teaching

and learning—

cognitive, affective,

and linguistic

principles.

Lecturing:

The lecturer employs a

laptop, LCD TV or

LCD Projector, and

Ms. PowerPoint in

creating slides,

presenting, and

discussing the material.

Discussion:

a. Students

search and discuss

additional

information related

to the material

explained by the



laptops smartphones

or tablets.

b. Students are

allowed to access

websites that provide


in a group on the topic by

finding more information

related to the material

discussed from websites that

provide the research articles,

such as researchgate.net,

academia.edu, etc., e-books

provided in websites and the

digital platform of the

course (Padlet).

Students show their

understanding in

differentiating approaches,

methods, and techniques in

teaching English with the



Projector.

Presentation:





slides.


discussed:

Students write the

summary of a topic that

has been discussed by

using word processing


Word.





references.

Students submit the



349

the research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books


and the digital

platform of the

course (Padlet).

Presentation:


discussion with the

assistance of their

laptops, Ms.

PowerPoint, and LCD

Projector.

3-4 Students are able to analyze

and explain how to initiate

classroom interaction and

give feedbacks to students.









Students’ ability

explaining their

analysis of

initiating the

classroom

interaction and

giving feedbacks

to students by

presenting it

through PPT

slides, word

processing

software and a

reference

management tool.

Initiating

classroom

interaction

Giving feedbacks

Lecturing:


laptop, LCD TV or

LCD Projector, and

Ms. PowerPoint in

creating slides,

presenting, and


Discussion:

c. Students search and

discuss additional

information related

to the material

explained by the

lecturer by


in a group on the topic by

finding more information

related to the material

discussed from websites that

provide the research articles,





course (Padlet).

Students present the

analysis in initiating

classroom interaction and

giving feedbacks

Presentation:





slides.


discussed:

Students write the summary

of a topic that has been

discussed by using word

processing software such as

Ms. Word.

Students are allowed to use


350

accessing Internet

through their

laptops

smartphones or

tablets.

d. Students are

allowed to access

websites that

provide the

research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books

provided in

websites and the

digital platform of

the course (Padlet).

Presentation:


discussion with the

assistance of their

laptops, Ms.

PowerPoint, and LCD

Projector.

appropriately to students

with the assistance of their

laptops, Ms. PowerPoint,

and LCD Projector.

such as Mendeley in


references

Students submit the



5-6 Students are able to analyze

the teaching and learning

process in the classroom.

Students are able to employ

their gadgets such as

smartphones, tabs, and

Students’ ability

identifying and

analyzing the

problems in

teaching, an

approach, method,

The teaching and

learning process

Observation:

Students employ their

gadgets such as

smartphones, tabs, and

camera recorders in

recording the teaching

Students identify the

problems in teaching

English by observing

directly to a class by

watching the teaching and

learning activities they have

The written report of the

observation:

Students write the report

of the observation using

word processing software

such as Ms. Word.

351

camera recorders efficiently

in recording the teaching

and learning process while

doing the observation.

Students are able to employ

word-processing software

and a reference management

tool such as Mendeley and

search more references from

Internet in writing the report

of the observation.

and technique

applied by the

teacher, and the

activities

instructed by the

teacher to

students in the

class by

employing their

gadgets such as

smartphones, tabs,

and camera

recorders

efficiently in

recording the

teaching and

learning process,

word-processing

software, and a

reference

management tool

such as Mendeley.

and learning process

while doing the

observation.

Problem Based

Learning and

Discovery Learning:

Students watch the

video that they

have recorded after

doing the

observation.

Students employ

word-processing

software and a

reference

management tool

such as Mendeley

and search more

references from

Internet.

recorded by their gadgets.

Students observe and

analyze the teaching and

learning process performed

by an English teacher

including an approach,

method, and strategy

employed in the class.

Students observe and

analyze activities instructed

by the teacher to students.

Students make the written

report of the observation by

employing word-processing

software and a reference

management tool such as

Mendeley and search more

references from Internet in

writing the report of the

observation.





references

Students submit the



7 Mid Test

8 Students are able to analyze

the principles of teaching

pronunciation and

vocabulary.





Students’ ability

in explaining their

analysis of the

underlying

principles of

teaching

pronunciation and

vocabulary by

presenting it

Teaching

pronunciation.

Teaching

vocabulary

Lecturing:


laptop, LCD TV or

LCD Projector, and

Ms. PowerPoint in

creating slides,

presenting, and


Students discuss and

work in a group on

the topic by finding

more information

related to the

material discussed

from websites that

provide the research

Presentation:

Students with their groups do the

presentation with the use of laptops,

Ms. PowerPoint or other software in

making the slides.

A summary of the topic discussed:

Students write the summary of a

topic that has been discussed by

352





through PPT

slides, , word

processing

software and a

reference

management tool.

Discussion:

e. Students search and

discuss additional

information related

to the material

explained by the

lecturer by

accessing Internet

through their

laptops

smartphones or

tablets.

f. Students are

allowed to access

websites that

provide the

research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books

provided in

websites and the

digital platform of


Presentation:


discussion with the

assistance of their

laptops, Ms.

PowerPoint, and LCD

articles, such as

researchgate.net,

academia.edu, etc., e-

books provided in

websites and the

digital platform of


Students analyze the

underlying principles

of teaching

pronunciation and

vocabulary and

present their

understanding with

the assistance of their

laptops, Ms.

PowerPoint, and

LCD Projector.

using word processing software

such as Ms. Word.


reference management tool such as

Mendeley in providing citation and

references

Students submit the summary of

the discussed topic to the course’

Padlet.

353

Projector.



grammar.









Students’ ability

in explaining their

analysis of the

principles in

teaching grammar

by presenting it

through PPT

slides, word

processing

software and a

reference

management tool.

Teaching grammar Lecturing:


laptop, LCD TV or

LCD Projector, and

Ms. PowerPoint in

creating slides,

presenting, and


Discussion:

g. Students search and

discuss additional

information related

to the material

explained by the

lecturer by

accessing Internet

through their

laptops

smartphones or

tablets.

h. Students are

allowed to access

websites that

provide the

research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books

provided in


work in a group on


more information

related to the

material discussed

from websites that


articles, such as

researchgate.net,


books provided in

websites and the

digital platform of



underlying principles

of teaching grammar

in inductive and

deductive ways and

present their

understanding with


laptops, Ms.

PowerPoint, and

LCD Projector.

Presentation:




making the slides.





such as Ms. Word.




references.



Padlet.

354

websites and the

digital platform of


Presentation:


discussion with the

assistance of their

laptops, Ms.

PowerPoint, and LCD

Projector.



listening and reading.









Students’ ability

in explaining their

analysis of the

principles of

teaching listening

and reading by

presenting it

through PPT

slides, word

processing

software and a

reference

management tool.

Teaching

listening and

reading.

Lecturing:


laptop, LCD TV or

LCD Projector, and

Ms. PowerPoint in

creating slides,

presenting, and


Discussion:

i. Students search and

discuss additional

information related

to the material

explained by the

lecturer by

accessing Internet

through their

laptops

smartphones or

tablets.

j. Students are


work in a group on


more information

related to the

material discussed

from websites that


articles, such as

researchgate.net,


books provided in

websites and the

digital platform of




listening and

speaking and present

their understanding

with the assistance of

Presentation:




making the slides.





such as Ms. Word.




references.



Padlet.

355

allowed to access

websites that

provide the

research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books

provided in

websites and the

digital platform of


Presentation:


discussion with the

assistance of their

laptops, Ms.

PowerPoint, and LCD

Projector.

their laptops, Ms.

PowerPoint, and

LCD Projector.



speaking and writing.









Students’ ability

in explaining their

analysis of the

principles of

teaching speaking

and writing by

presenting it

through PPT

slides, word

processing

software and a

reference

management tool.

Teaching

speaking and

writing.

Lecturing:


laptop, LCD TV or

LCD Projector, and

Ms. PowerPoint in

creating slides,

presenting, and


Discussion:

k. Students search and

discuss additional

information related

Students discuss

and work in a

group on the topic

by finding more

information related

to the material

discussed from

websites that

provide the

research articles,

such as

researchgate.net,

Presentation:




making the slides.

Summary of a topic discussed:




such as Ms. Word.



356

to the material

explained by the

lecturer by

accessing Internet

through their

laptops

smartphones or

tablets.

l. Students are

allowed to access

websites that

provide the

research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books

provided in

websites and the

digital platform of


Presentation:


discussion with the

assistance of their

laptops, Ms.

PowerPoint, and LCD

Projector.

academia.edu, etc.,

e-books provided

in websites and the

digital platform of


Students analyze

the principles of

teaching reading

and writing and

present their

understanding with

the assistance of

their laptops, Ms.

PowerPoint, and

LCD Projector.


references.



Padlet.



English in integrated skills.

Students’ ability

in explaining their

analysis of the

Teaching integrated

skills.

Lecturing:


laptop, LCD TV or


work in a group on


Presentation:



357









principles of

teaching

integrated skills

by presenting it

through PPT

slides, word

processing

software and a

reference

management tool.

LCD Projector, and

Ms. PowerPoint in

creating slides,

presenting, and


Discussion:

m. Students search and

discuss additional

information related

to the material

explained by the

lecturer by

accessing Internet

through their

laptops

smartphones or

tablets.

n. Students are

allowed to access

websites that

provide the

research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books

provided in

websites and the

digital platform of


Presentation:

more information

related to the

material discussed

from websites that


articles, such as

researchgate.net,


books provided in

websites and the

digital platform of




integrated skills and

present their

understanding with


laptops, Ms.

PowerPoint, and

LCD Projector.


making the slides.

Summary of a topic:




such as Ms. Word.




references.



Padlet.

358


discussion with the

assistance of their

laptops, Ms.

PowerPoint, and LCD

Projector.

13-15 Students are able to

demonstrate teaching

simulation as the final test.

Students are able to find

more resources for the

teaching materials from the

websites such as

www.teachingenglish.co.uk,

www.bbc.co.uk,


Students are able to design

the ICT-integrated teaching

learning activities by

employing ICT tools such as

laptops, speakers, and LCD

projector, software such as

Ms. Word, Ms. PowerPoint,

Prezi, Media Player, etc.,

and online applications such

as Padlet, Google

Classroom, Canva etc., in

designing a lesson plan and


Students’

performance

in doing the

teaching

simulation by

employing

ICT tools

such as

laptops,

speakers, and

LCD

projector,

software such

as Ms. Word,

Ms.

PowerPoint,

Prezi, Media

Player, etc.

and online

applications

in delivering

the materials.

Students’

ability in

evaluating

Teaching simulations. Demonstration and

Project Based

Learning:

Students design

lesson plans with

the use of word-

processing software

or other

applications in

designing lesson

plan such as Canva.

Students are

allowed to find

more resources for

the teaching

materials from the

websites such as

www.teachingengli

sh.co.uk,

www.bbc.co.uk,

en.islcollective.co

m, etc.

Students are

allowed to employ

ICT tools such as

Students prepare a

lesson plan with the

use of word-

processing software

or other applications

in designing lesson

plan such as Canva.

Students do the

team-teaching

simulation by finding

more resources for

the teaching

materials from the

websites such as

www.teachingenglis

h.co.uk,

www.bbc.co.uk,

en.islcollective.com,

etc., and employing

ICT tools such as

laptops, speakers,

and LCD projector,


PowerPoint, Prezi,

Media Player, etc.,

Teaching simulation by finding more

resources for the teaching materials

from the websites and employing

ICT tools such as laptops, speakers,

and LCD projector, and software

such as Ms. PowerPoint, Ms. Word

Prezi, Media Player, etc., and online

applications in delivering the

materials and designing lesson plans.

359

their peer

after doing the

teaching

simulation

with the use

of evaluation

sheets.

laptops, speakers,

and LCD projector,

and software such

as Ms. PowerPoint,

Prezi, Media

Player, etc. in

delivering the

materials.

and online

applications such as

Padlet, Google

Classroom, etc. in

delivering the

materials.

Some students act as

the observers

together with the

lecturer.

16 Final Test

Assessment Criteria

Assessment is conducted through the following methods:

a) Test including:

Mid-term test the weight of which is 20% of the final score; maximum score (A: 80-100) is given when at least 80% of the test items are correctly answered;

End-of-term test the weight of which is 30% of the final score; maximum score (A: 80-100) is given when at least 80% of the test items are correctly answered

b) Non-test including:

Presentations and written summaries the weight of which is 40% of the final score; maximum score (A: 80 -100) is given when the assignments are due and meet at least 80%

of the expected features.

c) Attendance the weight of which is 10%.

Course Policy:

A. Attendance:

A student who, without notice or permission to take leave, has been absent for 4 sessions or more shall be given grade E for the course concerned.

B. Lateness:

1. Late submission of written work1-7 days: Minus 20 of 1-100 scores range;

2. Late submission of written work more than 7 days: the work will not be graded and 0 be given;

3. Late coming to the class within 1-10 minutes: students will be allowed to join in;

4. Late coming to the class more than 10 minutes: students will still be allowed to join in but be considered absent.

C. Academic Dishonesty

360

In avoiding the plagiarism in an academic work and cheating in an exam, the students‘ work will be checked. Details on plagiarism may be found at http://www.plagiarism.org.

D. Missed Exams/Assignments:

A student who, without notice or permission, misses an exam or assignment shall be given grade D for the exam/assignment concerned. The soft files of student’s assignment will be

collected in the course’s Padlet: https://padlet.com/webweby20/o4mz0u37lew4

E. Attitudes in Classroom:

In respect of character building, students are not allowed to chit-chat during learning sessions and are expected to seriously and actively involve in learning activities, respect one‘s

opinions, and help each other. Cellular phones are to be turned into a silent mode.

References:

1. Main Readings:

Richards, J.C, & Rodgers, T,S. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Harmer, J. 2005. The Practice of English Language Teaching. Malaysia: Pearson

Brown, H.D. 2003. Teaching by Principles. London: Longman

Freeman, Diane Larsen. 2001. Techniques and Principles in Language Teaching. Oxford: Oxford University Press.


Ur, P. 1999. A Course in Language Teaching Practice and Theory. New York: Cambridge University Press.

Slavin, Robert. E. 1990. Cooperative Learning. New York: Prentice Hall.

Daryanto. 2016. Pendekatan Pembelajaran Saintifik Kurikulum 2013. Yogyakarta: Penerbit Gaya Media.




https://padlet.com/webweby20/o4mz0u37lew4



361

Course Information:

Subject : Curriculum and Material Development

Credit : 3 SKS

Semester : 5

Lecturer :

Lecturer Code :


Course’s URL : https://padlet.com/webweby20/a0zsmviahayi


Course Descriptions:

This course covers the concept of curriculum, its program design and implementation. In this course, the students are given the opportunity to obtain the knowledge of the

concept of curriculum in general and the current curriculum used in Indonesia and its elements including syllabus, Bloom Taxonomy and lesson unit plan. Having the knowledge of

curriculum, of its elements, and of material development, students are also given practices to develop lesson plans and teaching materials for grade-schools based on the current curriculum

used. The topics to be covered include students’ knowledge of: curriculum, syllabus, lesson plans, and learning materials, Kurikulum 2013, Bloom’s Learning Taxonomy, and the analysis

of chapters in a textbook. Students’ practices in developing a lesson plan and learning material are also the main topics covered in the course. To achieve the effective results of learning,

this course supports students to employ ICT tools (LCD, computer, laptop, cell phone, printer, internet, websites, e-mail, PowerPoints, etc), access the course’s website (Padlet) and other

websites in maintaining independent learning, and encourage students to integrate various ICT tools creatively in their learning process.


Sikap:

Bekerja sama dan memiliki kepekaan sosial serta kepedulian terhadap masyarakat dan lingkungan.

Menunjukkan sikap bertanggungjawab atas pekerjaan di bidang keahliannya secara mandiri.

Menginternalisasi semangat kemandirian, kejuangan, dan kewirausahaan

Keterampilan Umum:

Menerapkan pemikiran logis, kritis, sistematis, dan inovatif dalam konteks pengembangan atau implementasi ilmu pengetahuan dan/atauteknologi sesuai dengan bidang keahliannya.

Mengkaji implikasi pengembangan atau implementasi ilmu pengetahuan, teknologi atau seni sesuai dengan keahliannya berdasarkan kaidah, tata cara dan etika ilmiah untuk

menghasilkan solusi, gagasan, desain, atau kritik seni serta menyusun deskripsi saintifik hasil kajiannya dalam bentuk skripsi atau laporan tugas akhir.


Mahir berbahasa Inggris lisan dan tulisandalam konteks keseharian/umum, akademis, dan pekerjaan setara tingkat post-intermediate.


https://padlet.com/webweby20/a0zsmviahayi

362

Merencanakan, menerapkan, mengelola, mengevaluasi pembelajaran, serta melakukan perbaikan metode dan proses belajar Bahasa Inggris dengan memanfaatkan IPTEK yang


Mampu menggunakan teknologi informasi dan komunikasi yang relevan untuk pengembangan mutu pendidikan

Pengetahuan:

Menguasai konsep teoritis kebahasaan dan teknik berkomunikasi lisan dan tulisan umum (general English) dalam konteks keseharian/umum, akademis, dan pekerjaan setara tingkat

post-intermediate.

Menguasai konsep, prinsip, teknik dan langkah-langkah perencanaan, pelaksanaan, dan evaluasi pembelajaran bahasa Inggris dengan memanfaatkan Ipteks yang berorientasi pada


Menguasai konsep teoritis tentang pedagogi.


At the end of the course, students are expected to be able to: (1) Understand the principles of curriculum and materials development, (2) List a series of activities in a lesson plan,

(3) Apply lesson plans as instructed to take account of learning success and difficulties, (3) Analyze a syllabus and specified materials to prepare lesson plans, (4) Design a course or part of

a course taking account of the syllabus, (5) Design tasks to exploit the linguistic and communicative potential of materials with the integration of various ICT tools such as LCD, computer,

laptop, cell phone, speakers, internet, Ms. Office, Ms. PowerPoint, websites, emails, etc. that can provide learning opportunities outside the classroom, initiate independent learning for

students, and improve students’ creativity in designing materials by employing ICT tools.



c. Online Applications: Padlet, Gmail, Prezi, Canva, etc.

Course Calendar

Week Lesson Learning Outcomes Course Materials

(Topics) Indicators Teaching Methods Learning Activities Assessments




regulations.



Course

outline

Class

regulations

- Lecturing:

a. The lecturer informs


classroom platform for

sharing the materials,

submitting projects or

The lecturer presents the course

outline by Ms. PowerPoint.

The lecturer informs Padlet, as the

digital classroom platform for

sharing the materials and e-books,


-

363


class regulations attached

on Padlet.

tasks, providing some

e-books, etc.

b. The lecturer employs a

laptop, LCD TV or

LCD Projector in


outline.

c. The lecturer employs

Ms. PowerPoint to

create slides that

discuss the course

outline.

Discussion

providing some e-books, etc., and it

can be accessed through their


Students provide the contribution

and their ideas on the course

outline and class regulations.

Students have the same perception

regarding the course outline and

class regulations within a semester.


identify and explain the

concepts and relationships

of curriculum, syllabus,

lesson plans, and learning

materials.

Students are able to

identify and explain roles

of lesson plans and

learning materials.





references, create slides

for the presentation and

employ a reference

management tool such as

Curriculum,

syllabus, lesson

plans, and

learning

materials.

Students’

ability in

identifying and

explaining the

concepts and

relationships of

curriculum,

syllabus, lesson

plans, and

learning

materials by

employing PPT

slides, word

processing

software and a

reference

management

tool.

Lecturing:

c. The lecturer employs a

laptop, LCD TV or

LCD Projector in

presenting the

material.

d. The lecturer employs

Ms. PowerPoint to

create slides that

discuss the material.

Discussion:

e. Students search and

discuss additional

information related to

the material explained

by the lecturer by

accessing Internet

through their laptops

Students discuss and work in a pair

or group on the topic by finding

more information related to the

material discussed from websites

that provide the research articles,



provided in websites and the digital

platform of the course (Padlet).


understanding in identifying and


relationships of curriculum,

syllabus, and lesson plans, and

learning materials with the

assistance of their laptops, Ms.



Presentation:

Students with their

groups do the

presentation with the

use of laptops, Ms.

PowerPoint or other

software in making the

slides.


discussed:

Students write the

summary of a topic

that has been discussed

by using word

processing software

such as Ms. Word.


use reference

364

Mendeley. Students’

ability in

identifying and

explaining roles

of lesson plans

and learning

materials by

employing PPT

slides, word

processing

software and a

reference

management

tool.

smartphones or tablets.

f. Students are allowed to

access websites that


articles, such as

researchgate.net,

academia.edu, etc. and

access e-books


and the digital


(Padlet)

Presentation:


discussion with the



Projector.

understanding in identifying and

explaining roles of lesson plans and

learning materials with the



management tool such

as Mendeley in


references.

Students submit the

summary of the

discussed topic to the

course’ Padlet.


identify and explain the

characteristics of

Kurikulum 2013.


access websites and the


course (Padlet) in

finding more references,

create slides for the

presentation and employ



Kurikulum 2013. Students’

ability in

identify and

explaining the

characteristics

of Kurikulum

2013 by

employing PPT

slides, word

processing

software and a

reference

management

Lecturing:

a. The lecturer employs a

laptop, LCD TV or

LCD Projector in

presenting the

material.

b. The lecturer employs

Ms. PowerPoint to

create slides that


Discussion:

o. Students search and

discuss additional

Students discuss and work in a pair

or group on the topic by finding






provided in websites and the digital

platform of the course (Padlet).

Students present the results of their

discussion in identifying and

explaining the characteristics of

Kurikulum 2013 with the assistance

Presentation:

1. Students with their

groups do the


use of laptops, Ms.

PowerPoint or other


slides.


discussed:

1. Students write the

summary of a topic


365

tool.



by the lecturer by

accessing Internet



p. Students are allowed to



articles, such as

researchgate.net,


access e-books


and the digital


(Padlet)

Presentation:


discussion with the



Projector.

of their laptops, Ms. PowerPoint,

and LCD Projector.

by using word

processing software

such as Ms. Word.

2. Students are allowed to

use reference


as Mendeley in


references

3. Students submit the

summary of the


course’ Padlet.


classify taxonomy

learning and its

relevance to design

lesson plans and learning

materials.



Bloom’s Learning

Taxonomy

Students’

ability in

analyzing and

exemplifying

Bloom’s

Learning

Taxonomy into

a lesson plan

Lecturing:


laptop, LCD TV or

LCD Projector in

presenting the

material.


Ms. PowerPoint to

The lecturer gives the explanation

related to Bloom’s Learning

Taxonomy.

Students analyze and exemplify


design lesson plans and learning

materials by finding additional

resources from the Internet. Then,

Presentation:


groups do the


use of laptops, Ms.

PowerPoint or other


slides.

366


course (Padlet) in






and learning

material design

by employing

PPT slides,

word

processing

software and a

reference

management

tool.

create slides that


Discussion:

a. Students search and

discuss additional



by the lecturer by

accessing Internet



b. Students are allowed to



articles, such as

researchgate.net,


access e-books


and the digital


(Padlet)

Presentation:


discussion with the



Projector.

they present their understanding of

Bloom Taxonomy with the




discussed:


summary of a topic


by using word

processing software

such as Ms. Word.


use reference


as Mendeley in


references.


summary of the


course’ Padlet.


analyze the consistency

of textbooks with the

The analysis of

chapters in a

textbook.

Students’

ability in

explaining their

Lecturing:


laptop, LCD TV or

Students work in a group in doing

the analysis.

Students choose two weakest

Presentation:


groups do the

367

syllabus proposed by

Kurikulum 2013.




course (Padlet) in






analysis of two

chapters in a

textbook

whether the

learning

materials

including

exercises and

tasks are in line

with the

Kompetensi Inti

and Dasar

stated in the

syllabus by

employing PPT

slides, word

processing

software and a

reference

management

tool.

LCD Projector in

presenting the

material.


Ms. PowerPoint to

create slides that


Discussion:

a. Students search and

discuss additional



by the lecturer by

accessing Internet



b. Students are allowed to



articles, such as

researchgate.net,


access e-books


and the digital


(Padlet)

Presentation:


discussion with the


chapters in any textbooks to be

analyzed whether the learning

materials including exercises and

tasks of the two chapters are in line

with the Kompetensi Inti and Dasar

stated in the syllabus.

Students present their analysis by

doing the presentation in the class

and making the report of the

analysis in the paper 2013 with the




use of laptops, Ms.

PowerPoint or other


slides.

A written report of the

analysis:


report of a textbook

analysis that has been

discussed by using

word processing


Word.


use reference


as Mendeley in


references on their

analysis.


report of the analysis

to the course’s Padlet.

368


Projector.

7. Mid Test


design a lesson plan for

junior or senior high

school levels.


websites in providing the

guidance of designing a

lesson plan and employ

word-processing software

or an application for

designing a lesson plan

such as Canva.

Designing a

lesson plan

Students’ ability

in designing a

lesson plan by

accessing

websites in

providing the

guidance of

designing a lesson

plan and

employing word-

processing

software or an

application for

designing a lesson

plan such as

Canva.

Lecturing:

a. The lecturer

employs a laptop,

LCD TV or LCD

Projector in

presenting the

instruction of the

project that must

be done by

students.

b. The lecturer

employs Ms.

PowerPoint to

create slides that

explain the

instructions.

Project Based

Learning:

a. Students search

and discuss

additional

information

related to

designing a

lesson by

accessing

Internet through

their laptops

Students do the activity in a group.

Students design a lesson plan by

referring to Kompetensi Inti and

Kompetensi Dasar of Kurikulum 2013

for English subject by utilizing the use of

websites in providing the guidance to a

lesson plan, word-processing software,

and application for designing a lesson

plan such as Canva in designing the

lesson plan.

A lesson plan design:


find resources from

websites in designing a

lesson plan or obtain a

lesson plan of a teacher

displayed in websites

as the guidance.

Students employ word-

processing software or

an application such as

Canva in designing a

lesson plan.

Students submit their

lesson plans to the

course’s Padlet.

369

smartphones or

tablets.

b. Students are

allowed to access

websites that

provide more

information

about designing a

lesson plans, and

an example of

lesson plans

designed by other

teachers in

websites as the

guidance.


design learning materials

including exercises and

tasks in integrated skills

(listening, speaking,

reading, and writing) for

junior or senior high

school levels.


websites that provide

teaching and learning

resources, employ word-

processing software in

designing learning

materials, graphic

software for editing

Designing

learning

materials.

Students’ ability

in designing

learning materials

by employing

teaching and

learning resources

obtained from

websites, and

software that

support them in

designing learning

materials.

Lecturing:

a. The lecturer

employs a laptop,

LCD TV or LCD

Projector in

presenting the

instructions of

the project that

must be done by

students.

b. The lecturer

employs Ms.

PowerPoint to

create slides that

presents the

instructions.

Students do the activity in a group.

Students design a learning material for

one chapter.

Students design learning materials

including exercises and tasks in

integrated skills referring to Kompetensi

Inti and Kompetensi Dasar of

Kurikulum 2013 for English Subject by

searching from some websites and

employing word processing software,

graphic software, and other software in

designing learning materials.

Learning material

design:

1. Students search

resources for designing

learning materials

from websites such as

www.teachingenglish.

co.uk, www.bbc.co.uk,

en.islcollective.com,

etc.


employ word-

processing software in

designing learning

materials, graphic

software for editing


370

pictures that will be

attached in their learning

material designs, and

other software that can

support them in designing

learning materials.

Project-Based

Learning:

1. Students search

resources for

designing

learning

materials from

websites such as

www.teachingen

glish.co.uk,

www.bbc.co.uk,

en.islcollective.c

om, etc.

2. Students are

allowed to

employ word-

processing

software in

designing

learning

materials, graphic

software for

editing pictures

that will be

attached in their

learning material

designs, and

other software

that can support

them in designing

learning

pictures that will be

attached in their

learning material

designs, and other

software that can

support them in

designing learning

materials.

3. Students submit their

projects to the course’s

Padlet


371

materials.

16 Final Test

Assessment Criteria


a) Test including:




Presentations , written summaries, a lesson plan design, and a learning material design the weight of which is 40% of the final score; maximum score (A: 80 -100) is given when the

assignments are due and meet at least 80% of the expected features.

d) Attendance the weight of which is 10%.

Course Policy:

F. Attendance:


G. Lateness:





H. Academic Dishonesty


I. Missed Exams/Assignments:


collected in the course’s Padlet: https://padlet.com/webweby20/a0zsmviahayi

J. Attitudes in Classroom:

In respect of character building, students are not allowed to chit-chat during learning sessions and are expected to seriously and actively involved in learning activities, respect one‘s



https://padlet.com/webweby20/a0zsmviahayi

372

References

3. Main Readings:

Richards, Jack. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Tomlinson. B. (2008). English Language Learning Materials: Critical Review. New York: Continuum International Publishing Group.

Gray, John. (2013). Critical Perspectives on Language Teaching Materials. London: Palgrave Macmillan.

Garton Sue and Kathleen Graves. (2014). International Perspectives on Material in ELT. London: Palgrave Macmillan.

Nation, I.S.P. (2010). Language Curriculum Design. UK: Taylor and Francis.


Harmer, Jeremy. 2001. How to Teach English. England: Adison Wesley Longman.

Harmer, J. 2005. The Practice of English Language Teaching. Malaysia: Pearson



https://busyteacher.org/3753-how-to-write-a-lesson-plan-5-secrets.html



https://busyteacher.org/3753-how-to-write-a-lesson-plan-5-secrets.html

373

Course Information:

Subject : Digital Literacy in English Language Education

Credit : 3 SKS

Semester : 4

Lecturer :

Lecturer Code :


Course’s URL : https://padlet.com/webweby20/46j308zqtjms


Course Description:

The course emphasizes on developing students’ ability to use basic digital skills, find information, design the teaching and learning activities and support the teaching and learning

activities with technology-rich environments. Specifically, this course engages students to be skillful in employing and consuming digital contents that are necessary for teaching and

learning processes This course also gives the students the opportunity to develop students’ ability and creativity to utilize varieties of media to facilitate language teaching and design media

for language teaching in the following categories such as, word processor, digital audio production, digital video production, and some internet facilities for learning. The topics to be

covered include: (1) ICT as the learning and teaching innovation, (2) the concept and implementation of ICT in teaching and learning processes, (3) the advantages and disadvantages of

ICT, (4) the popular applications found in the Internet, (5) distance learning, (6), the design of the ICT-based teaching and learning process, and (7) the demonstration of the ICT-based

teaching and learning process.


Sikap:

Bekerja sama dan memiliki kepekaan sosial serta kepedulian terhadap masyarakat dan lingkungan.

Menunjukkan sikap bertanggungjawab atas pekerjaan di bidang keahliannya secara mandiri.

Menginternalisasi semangat kemandirian, kejuangan, dan kewirausahaan

Keterampilan Umum:

Mampu memanfaatkan teknologi informasi dan komunikasi untuk pengembangan keilmuan dan kemampuan kerja;

Mampu menerapkan pemikiran logis, kritis, sistematis, dan inovatif dalam kontek pengembangan atau implementasi ilmu pengetahuan dan teknologi yang memperhatikan dan

menerapkan nilai humaniora yang sesuai dengan bidang keahliannya


Merencanakan, menerapkan, mengelola, mengevaluasi pembelajaran, serta melakukan perbaikan metode dan proses belajar Bahasa Inggris dengan memanfaatkan IPTEK yang



https://padlet.com/webweby20/46j308zqtjms

374

Mampu menggunakan teknologi informasi dan komunikasi yang relevan untuk pengembangan mutu pendidikan

Pengetahuan:

Menguasai konsep teoritis kebahasaan dan teknik berkomunikasi lisan dan tulisan umum (general English) dalam konteks keseharian/umum, akademis, dan pekerjaan setara tingkat

post-intermediate.

Menguasai konsep, prinsip, teknik dan langkah-langkah perencanaan, pelaksanaan, dan evaluasi pembelajaran bahasa Inggris dengan memanfaatkan IPTEKS yang berorientasi pada


Menguasai konsep teoritis tentang pedagogi.


At the end of the course, students are expected to be able to: (1) Identify the type of technology that is appropriate for use in language learning in the classroom, (2) Implement

technology-based learning in the classroom ranging from the use of simple technology products such as e-mail, Ms. Office, etc. through the use of learning platforms, (3) Design

technology-based language learning plan with digital media, and (4) Be skillful in utilizing various hardware, software, applications, online applications, etc. in teaching and learning

English.



c. Online Applications: Padlet, Gmail, Prezi, etc.

Course Calendar

Week Lesson Learning Outcomes Indicators Course

Materials

Teaching Methods Learning Activities Assessments




regulations.


and explain ICT as the


innovation.

Students’ ability

in identifying and

explaining ICT as

the learning and

teaching

innovation by

Students’ ability

in identifying and

Course

Outline

ICT as the

learning and

teaching

innovation.

Lecturing:



classroom platform

for sharing the

materials, submitting

projects or tasks,

providing some e-

The lecturer presents the course

outline and materials by Ms.

PowerPoint.

The lecturer informs Padlet, as the

digital classroom platform for

sharing the materials and e-books,


providing some e-books, etc., and it

Presentation:


the presentation with the use of

laptops, Ms. PowerPoint or


slides.


discussed:

375




class regulations attached on

Padlet.









explaining the

differences of

approaches,

methods, and

techniques in

English language

teaching by

employing PPT

slides, word

processing

software and a

reference

management tool.

books, etc.


a laptop, LCD TV or

LCD Projector, and

Ms. PowerPoint in

creating and



Discussion:

g. Students search and

discuss additional

information related

to the material

explained by the



laptops smartphones

or tablets.

h. Students are allowed

to access websites

that provide the

research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books


and the digital

platform of the

course (Padlet).

Presentation:

can be accessed through their


Students provide the contribution

and their ideas on the course

outline and class regulations.

Students discuss and work in a

group on the topic.


understanding regarding ICT as the

teaching and learning innovation

with the assistance of their laptops,


Projector.





Ms. Word.



such as Mendeley in


references.

Students submit the summary

of the discussed topic to the

course’ Padlet.

376


discussion with the

assistance of their

laptops, Ms.

PowerPoint, and LCD

Projector.

2 Students are able to identify

and explain the concept of

ICT and the implementation

of ICT in teaching and

learning processes.









Students’ ability in

explaining the

concept and

implementation of

ICT in teaching and

learning processes

by employing PPT

slides, word

processing software

and a reference

management tool.

The concept and

implementation

of ICT in

teaching and

learning

processes.

Lecturing:



classroom platform

for sharing the


projects or tasks,

providing some e-

books, etc.


a laptop, LCD TV or

LCD Projector, and

Ms. PowerPoint in

creating and



Discussion:

i. Students search and

discuss additional

information related

to the material

explained by the



laptops smartphones


group on the topic by finding







digital platform of the course

(Padlet).

Students present and explain the

concept and implementation of

ICT in teaching and learning

processes with the assistance of

their laptops, Ms. PowerPoint,

and LCD Projector.

Presentation:





slides.


discussed:





Ms. Word.



such as Mendeley in


references.



course’ Padlet.

377

or tablets.

j. Students are allowed

to access websites

that provide the

research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books


and the digital

platform of the

course (Padlet).

Presentation:


discussion with the

assistance of their

laptops, Ms.

PowerPoint, and LCD

Projector.


and explain the advantages

and disadvantages of

implementing ICT in


processes.






Students’ ability

in explaining

their analysis of

the advantages

and

disadvantages of

implementing

ICT in teaching

and learning

processes by

employing PPT

The

advantages

and

disadvantag

es of ICT.

Lecturing:



classroom platform

for sharing the


projects or tasks,

providing some e-

books, etc.


a laptop, LCD TV or










(Padlet)..

Students present the analysis of

Presentation:





slides.


discussed:




378




slides, word

processing

software and a

reference

management tool.

LCD Projector, and

Ms. PowerPoint in

creating and



Discussion:

k. Students search and

discuss additional

information related

to the material

explained by the



laptops smartphones

or tablets.

l. Students are allowed

to access websites

that provide the

research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books


and the digital

platform of the

course (Padlet).

Presentation:


discussion with the

assistance of their

the advantages and disadvantages

of implementing ICT in teaching

and learning processes with the




Ms. Word.



such as Mendeley in


references.



course’ Padlet.

379

laptops, Ms.

PowerPoint, and LCD

Projector.


and explain the popular

applications that can be

found in the Internet and

applied in the teaching and

learning processes.










analyzing and

explaining the

popular

applications that

can be found in the

Internet and applied

in the teaching and

learning by

employing PPT

slides, word

processing software

and a reference

management tool.

The popular

applications

found in the

Internet that can

be applied in the

teaching and

learning

processes.

Lecturing:



classroom platform

for sharing the


projects or tasks,

providing some e-

books, etc.


a laptop, LCD TV or

LCD Projector, and

Ms. PowerPoint in

creating and



Discussion:

m. Students

search and discuss

additional

information related

to the material

explained by the



laptops smartphones

or tablets.

n. Students are allowed










(Padlet).

Students present the use or

functions and steps on using

some popular applications found

in the Internet that can be applied

in the teaching and learning

processes with the assistance of

their laptops, Ms. PowerPoint,

and LCD Projector.

Presentation:





slides.


discussed:





Ms. Word.



such as Mendeley in


references.



course’ Padlet.

380

to access websites

that provide the

research articles,

such as

researchgate.net,

academia.edu, etc.

and access e-books


and the digital

platform of the

course (Padlet).

Presentation:


discussion with the

assistance of their

laptops, Ms.

PowerPoint, and LCD

Projector.


employ the online

applications that can be

applied for the distance


process such as Edmodo,

Google Classroom, Padlet,

etc.


employing the

online applications

that can be applied

for the distance

learning and

teaching process.

Distance

Learning

Demonstration:

Students demonstrate

an online application

they choose that can be

applied for the distance


process such as

Edmodo, Google

Classroom, Padlet, etc.


group on the topic.

Students demonstrate the distance

learning and teaching process by

creating learning materials, tasks,

exercises, and quizzes uploaded

to online applications such as

Edmodo, Google Classroom,

Padlet, etc. or other online

applications they choose.

Performance:

Students employ online

applications such as Edmodo,

Google Classroom, Padlet, etc.

or other online applications they

choose.

7 Mid Test

8-10 Students are able to design

the ICT-based teaching and

Students’ ability to

design the ICT

The design of

the ICT-based

Project Based

Learning:

Students work in a group. Designing Lesson plan and

teaching materials:

381

learning process in the

classroom.


integrate ICT tools such as

laptops, LCD projector,

speakers, etc. software such

as Ms. Office, media player,

etc., and online applications

such as Google Classroom,

Edmodo, Padlet, Prezi, etc.

based teaching and

learning process in

the classroom.

teaching and

learning process

in the

classroom.

Students employ

word processing

software or

application in

designing a lesson

plan.

Students find

resources for

designing learning

materials from some

websites.

Students employ ICT

tools, software,

applications, or

online applications.

Students design a lesson plan by

employing word processing

software or online application

such as Canva.

Students design teaching

materials by finding resources



www.bbc.co.uk,


Students design a teaching and

learning process which is

integrated with ICT by

employing ICT tools, software,

applications, or online

applications.

Students are allowed to find

resources from websites in

designing a lesson plan or

obtain a lesson plan of a

teacher displayed in websites

as the guidance.

Students search resources for

designing learning materials



www.bbc.co.uk,


Students employ word-

processing software or an

application such as Canva in

designing a lesson plan and

learning materials.


demonstrate the ICT based


process.


integrate ICT tools such as

laptops, LCD projector,

speakers, etc. software such

as Ms. Office, media player,

etc., and online applications

such as Google Classroom,

Edmodo, Padlet, Prezi, etc.

Students’ ability to

demonstrate the

ICT based teaching

and learning

process.

The

demonstration

of the ICT-

based teaching

and learning

process.

Teaching

demonstration:

Students employ ICT

tools, software,

applications, or online

applications for the

teaching

demonstration.

Students demonstrate the ICT

based teaching and learning

process by integrating ICT tools

such as laptops, LCD projector,

speakers, etc. software such as

Ms. Office, media player, etc.,

and online applications such as

Google Classroom, Edmodo,

Padlet, Prezi, etc.

Teaching Demonstration:

Students integrate ICT tools,

software, applications, or online

applications for the teaching

demonstration.

16 Final Test


382


a) Test including:




Presentations and written summaries the weight of which is 40% of the final score; maximum score (A: 80 -100) is given when the assignments are due and meet at least 80%

of the expected features.

e) Attendance the weight of which is 10%.

Course Policy:

K. Attendance:


L. Lateness:





M. Academic Dishonesty


N. Missed Exams/Assignments:


collected in the course’s Padlet: https://padlet.com/webweby20/46j308zqtjms

O. Attitudes in Classroom:

In respect of character building, students are not allowed to chit-chat during learning sessions and are expected to seriously and actively involved in learning activities, respect one‘s


References

5. Main Readings:

Dudeney, Gavin dan Nicky Hockley. 2007. How to Teach English with Technology. Essex: Pearson Education Limited.

Harmer, Jeremy. 2007. The Practice of Language Teaching. China: Pearson Education Limited.

Sharon E. Smaldino, Deborah L. Lowther, James D. Russel. (2014). Instructional Technology & Media for Learning. Prentice hall: Ohio.

6. Supplementary Reading:

Jochems, W., Mettienboer , J., & Koper, R. 2004. Integrated E-Learning. Canada: Routledge.


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